Langtoft Pre-School

Inspection of Langtoft Pre-School Langtoft Sports Pavillion, Manor Close, Langtoft, PETERBOROUGH PE6 9NB

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children thrive at this warm and welcoming nursery. They are happy and excited to explore the wide range of inviting activities on offer. The staff ensure the atmosphere is calm, friendly and full of purposeful play. For example, children create their own 'bird nests' using natural resources after observing blue tits nesting nearby. Children confidently choose where they want to play and stay engaged for long periods because activities are fun, well-planned and matched to their interests.

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The provision is good

The outdoor area is rich in opportunities for exploration and learning. Children develop their small-muscle skills when they enthusiastically use small tools as they navigate the outside area, 'fixing things' as they go. Staff challenge children to climb on climbing frames, ride bicycles and hang on swinging apparatus. Children are encouraged to take safe risks and to persevere when faced with new or tricky tasks. For example, staff gently support children as they learn to ride balance bicycles for the first time, offering praise and encouragement that boosts children's confidence and physical development. Inside, staff deploy themselves thoughtfully around the room so they can join in with children's play. They ask thought- provoking questions that help children think more deeply, solve problems and extend their ideas. For example, during a discussion about the metamorphosis of a caterpillar, children are asked about the butterflies they have seen.

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The provision is good

Children learn to behave well. Passionate and highly skilled staff are positive role models and have high expectations for children's behaviour. They consistently support children to be kind and respectful. Children recall previous learning as they ask their friends if they have finished with a toy before taking it. Staff praise children warmly, helping them to share and play cooperatively and reinforcing their good behaviour. The staff know the children very well. They are quick to notice when a child needs help managing their emotions and provide sensitive, timely support. As a result, children feel secure, confident and valued.

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need to do better?

n The provider is ambitious for all children, including those with special educational needs and/or disabilities (SEND). Staff plan activities they know children will enjoy and make thoughtful adaptations to ensure every child can take part. For example, they provide additional resources such as Velcro boards to support children's concentration and engagement. Children with SEND are well supported, and staff are proactive in seeking help from external professionals such as speech and language therapists. n Staff present information clearly and promote meaningful discussion to help children understand what they are learning. Staff skilfully link learning to

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need to do better?

12 June 2025 children's play. For example, they help children make connections to previous learning about caterpillars as they talk about caterpillars in their cocoons when pushing children in a hammock. n Staff support communication and language effectively. They skilfully incorporate language during children's play. For example, during a pretend tea party activity, staff talk about making cakes at home, and they model rich language and encourage two-way conversations. Children respond by sharing their own experiences of family parties, developing confidence in speaking and making meaningful connections. These high-quality interactions support children's language development. n Staff share regular information with parents about their children's progress. They offer helpful advice and ideas to support and extend children's learning at home. Strong partnerships with parents and the wider community are evident. Parents

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need to do better?

speak very highly of the support they receive and value the close, trusting relationships they have with staff. n Staff use assessment well to understand what children know and can do. Overall, they use the information they gather to help plan activities, offer children chances to practise new skills and enable them to respond to individual needs. Staff understand children's next steps in learning, but at times, they focus on supporting children to recognise letter sounds and counting rather than what they need to learn next. This means children do not always receive carefully tailored support to help close gaps in their learning. n Staff promote healthy lifestyles very well. They provide nutritious snacks and encourage parents to pack healthy lunch boxes. Staff give children consistent messages about making healthy choices around food, rest, exercise and screen time. For example, children are reminded to have a drink of water and the

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need to do better?

reasons why before going outdoors to play. This helps children to understand how to care for their bodies. n The curriculum and the provider's effective care practices help to build children's confidence, resilience and independence. Children are encouraged to take responsibility for small tasks, such as putting away cushions after circle time, cutting up fruit, washing their hands and accessing their belongings like sun hats and water bottles. These routines support children to develop important self-care and problem-solving skills. n Children learn to listen and respond positively to staff and one another. They develop resilience when faced with challenges, such as taking turns during circle time, and learn to take pride in their achievements. For example, during imaginative play, children proudly show off their 'fire hose' creations as they pretend to be firefighters, showing confidence and enthusiasm in their learning.

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need to do better?

n Overall, children enthusiastically join in 'rhyme and sign' circle time. They enjoy choosing which nursery rhymes to sing and selecting resources to support their participation. However, staff do not carefully plan the length of the session to ensure children remain engaged and focused. Consequently, some children become restless and lose interest. n Leaders have a clear and ambitious vision to provide high-quality, inclusive care and education for all children. This includes strong shared values, effective policies and consistent practice. They maintain open communication with staff

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need to do better?

12 June 2025 and understand the challenges they face. Leaders manage staff in a realistic and positive way, helping to create a supportive and motivated team.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n strengthen the planning of circle times to ensure children remain engaged and interested in their learning n support staff to make the most of information gained from children's assessments to help focus even more precisely on what each child needs to learn next.

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Setting details

Unique reference number 253771 Local authority Lincolnshire Inspection number 10388611 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 26 Number of children on roll 31 Name of registered person Langtoft Pre-School Committee

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reference number

Telephone number 07926 355 187 Date of previous inspection 19 July 2019

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Information about this early years setting

Langtoft Pre-School registered in 1993 and is located in Langtoft, Peterborough. The pre-school employs five members of childcare staff. All staff hold appropriate early years qualifications at level 3. The pre-school opens during term time only. Sessions are from 7.45am to 2.45pm on weekdays. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children spoke to the inspector about what they enjoy doing while at pre-school. n The inspector talked to staff at appropriate times during the inspection and took account of their views and knowledge. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and the inspector carried out a joint observation of a group activity. n The inspector received feedback from several parents and carers during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

12 June 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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