Hopscotch Pre-School

Inspection of Hopscotch Pre-School Village Hall Moira Dale, Castle Donington, Derby, Derbyshire DE74 2PJ

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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 confidently leave their parents and quickly settle, enjoying their time at this warm and welcoming pre-school. Staff support children to build trusting relationships with them as they take time to get to know the children as individuals. This means that when children are upset, staff swiftly offer the support and reassurance children need.

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The provision is good

Children independently choose activities from the wide range of play ideas that are offered. Activities are thoughtfully resourced to stimulate and engage the children through their interests. For example, children look at photos from their visit to a farm and name the animals they remember seeing. Children are confident to express their own ideas, and staff listen with interest as they share their memories of the trip and who they sat next to on the bus.

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The provision is good

Staff support children to learn to be friendly and well mannered as they play. Children show that they understand the clear expectations during different routines and activities. For example, they know to sit down when eating their snack and put their crockery into the washing-up bowl when they have finished. Staff give children gentle and consistent reminders to help them understand how to manage their feelings and emotions while they play with their friends at the pre-school.

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need to do better?

n Staff have developed a curriculum that is well organised, broad and balanced. They plan experiences to reflect the interests and fascinations of the children. Staff have a strong knowledge of child development, and they use this to sequence learning opportunities well to support children to make good progress in their individual learning. For example, younger children use words to name objects as they play, and older children learn to take part in conversations. n Staff provide children with uninterrupted periods of play to enable them to follow their own ideas and become deeply engaged in their learning. Children particularly enjoy imaginary play as they care for dolls, changing their clothes and feeding them. However, staff do not always plan adult-led activities effectively enough to maintain children's interest and engagement. For example, staff ask children to sit for long periods of time, and some lose interest.

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need to do better?

n Staff are committed to children having plenty of fresh air and exercise to support them to develop a healthy lifestyle. They take children outside for sensory walks as they listen to planes in the sky and see ladybirds in the bushes. Children develop the strength in their large muscles as they pedal tricycles and balance on planks after building an obstacle course with their friends. n Children develop their communication and language skills as they explore different textures and smells. For example, children identify mint and lemon as

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need to do better?

2 July 2025 they play with dough. Younger children name the mint as they smell the fragrance when they rub fresh mint leaves, and staff introduce new words such as 'citrus' to older children. n Staff read to individual children as they sit closely together. They read clearly and slowly so children can join in, developing their knowledge of characters in the story. Staff promote younger children's interest in books and love of stories as they encourage them to hold the books and talk about the pictures. Older children recall what happens in their favourite stories. n Staff gently remind and support children to make positive choices in their play. They consistently praise children when they take turns and share the resources that are available to them. Children replicate this when they play with their friends as they are kind and compassionate. n Staff share information with parents about children's learning and achievements.

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need to do better?

Parents comment positively about staff. They say that staff are friendly and approachable and support them to access support to benefit their children. Parents appreciate the information they receive about their children when they drop off and collect their children as well as at dedicated meetings for parents. n Managers support staff to develop their skills as they regularly discuss children's progress and well-being. As a team, they discuss how they will organise the environment to support children's learning and plan activities children will find exciting. However, staff's interactions during children's play do not always support children to deepen their ideas and maximise their learning even further.

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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 staff's understanding of how to make greater use of planned group activities to help maintain children's interest and engagement n help staff to continue to build on their interactions to ensure that they consistently extend and challenge children's learning.

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Setting details

Unique reference number EY263357 Local authority Leicestershire Inspection number 10398040 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 26 Number of children on roll 30 Name of registered person Spencer, Fiona Elizabeth

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reference number

Telephone number 07926023857 Date of previous inspection 1 October 2019

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Information about this early years setting

Hopscotch Pre-School registered in 2003 and is situated in Castle Donnington Derbyshire. The pre-school employs six members of childcare staff. Of whom, one holds an appropriate early years qualification at level 6 and three hold qualifications at level 3. The pre-school is open Monday, Tuesday, Wednesday and Friday, from 9am until 3pm, and on Thursday from 9am until 12.30pm, during term-time only. The pre-school provides places for children in receipt of government funding.

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Inspection activities

n The manager talked to the inspector about activities that are provided at the pre-school to share what the staff provide and how this assists children in their learning and development. n The quality of interactions during activities was observed, and the inspector assessed the impact this has on children's learning. n The inspector spoke with management, staff, parents and the children at appropriate times throughout the inspection. n The inspector carried out a joint observation with the manager. n The inspector held a meeting with the management team. She looked at relevant documentation and evidence of the suitability of staff.

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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

2 July 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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