Rudgwick Pre School

Inspection of Rudgwick Pre School The Scout Hall, Church Street, Rudgwick, HORSHAM, West Sussex RH12 3HJ

p.1

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

p.1

The provision is good

Children arrive at pre-school with happy smiles. They eagerly come inside and place their belongings away. Children are confident and know the routine well. They sit down on the carpet as they wait for registration to begin. Staff greet children warmly. They offer cuddles and reassurance to children who are still settling in. Relationships between staff and children appear secure and nurturing.

p.2

The provision is good

Staff provide clear boundaries for children to follow. For example, children learn about 'kind hands' and 'listening ears'. Older children demonstrate a good understanding of these expectations. They take turns with utensils as they pretend to make potions in the garden. Children listen to instructions. For example, they respond promptly when it is time to tidy up. Children have a clear understanding of the expectations of their behaviour.

p.2

The provision is good

Leaders create an interesting curriculum that intends to broaden children's experiences. For instance, children learn about planting and growing their own fruits and vegetables. Children squeal with delight as they excitedly dig up potatoes. Staff build on children's learning and recap previous teaching about what plants need to grow. Children build an interest in nature, growth and change.

p.2

need to do better?

n Staff have a good understanding of what they want children to learn. They work closely with parents to gather information about children's development when they first start at the pre-school. This allows them to tailor children's learning specifically. Furthermore, staff make good use of regular assessment. They review children's achievements with parents and identify children's future learning needs. Children make good progress. n Staff teaching of the literacy curriculum is a particular strength at the pre-school. They recognise opportunities to build on children's understanding of words. They also talk about the different sounds that letters make. Staff respond promptly to children as they practise writing their names. They support children to recognise letters of significance and help them to form them correctly. Staff also increase children's interest in books and stories. They read together frequently and

p.2

need to do better?

children become highly engaged. Staff use props to further increase children's enjoyment and participation. Parents are included in this part of children's learning, such as when staff send books home for children to share with their families. Children's love of reading is promoted consistently by staff. n Overall, staff interactions with children are positive. Children regularly benefit from activities that are planned to target the next steps in learning. However, occasionally, staff do not give children enough time to respond to questions. For example, during some activities, staff repeat questions or provide answers too

p.2

need to do better?

26 June 2025 quickly. This means staff do not consistently promote children's independent thinking skills. n Staff know how to increase children's understanding of how to care for their own needs. For example, they encourage children to use the toilets and wash their hands by themselves in preparation for school. Leaders also plan for children to learn about healthy lifestyles. For instance, they provide activities that increase children's understanding of oral hygiene and a balanced diet. Through practices such as these, children's knowledge of good health is supported. n Children learn about risks in the environment. For example, children demonstrate they know not to cross the boundary of the fire circle in the garden. Staff also support children's understanding of safety with tools. For instance, they remind them how to carry scissors safely indoors. Children's knowledge of personal safety is increased.

p.2

need to do better?

n Leaders have a clear oversight of staff at the pre-school. They carry out staff supervision sessions to regularly monitor teaching. Staff talk positively about training courses they have completed and discuss how this has positively impacted their practice and increased their overall knowledge of the early years foundation stage. Staff feel well supported in their roles.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n improve staff interactions with children to provide time for children to develop their thinking skills.

p.3

Setting details

Unique reference number 113684 Local authority West Sussex Inspection number 10399449 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

p.4

inspection

Total number of places 26 Number of children on roll 41 Name of registered person Rudgwick Pre School Committee

p.4

reference number

Telephone number 01403 823558 Date of previous inspection 3 December 2019

p.4

Information about this early years setting

Rudgwick Pre School registered in 1992 and operates from a Scout hall in Rudgwick, West Sussex. The setting is open Monday from 9am to 1pm, Tuesday, Wednesday and Thursday from 8.30am to 3pm and Friday from 9am to midday, term time only. The setting receives funding to provide free early education for children aged two, three and four years. There are 10 members of staff employed to work with the children. Of these, eight hold appropriate early years qualifications.

p.4

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 The inspector talked to staff at appropriate times during the inspection and took account of their views. 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. n Parents shared their views of the setting with the inspector.

p.5

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

26 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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