Greystones Preschool

Inspection of Greystones Preschool Tullibardine Road, SHEFFIELD S11 7GL

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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 Not applicable

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The provision is good

Children enjoy their learning in this friendly and busy pre-school. They make good progress overall in all aspects of their development. Staff prepare children well for the next stage in their learning, including systematically developing the skills and knowledge they need for starting school. For example, children learn to develop their fine muscle control and cutting skills as they cut paper into hexagons and circles for their football designs. They squeeze, stretch and shape their home-made play dough models. These activities help prepare children for the later development of their writing skills and contribute to their language and mathematical development.

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The provision is good

Children are safe and secure. They rise to the staff's high expectations and are very well behaved. Children build strong relationships with the positive, knowledgeable and engaging staff. This contributes to their developing confidence and self-awareness. Staff help children to develop the skills they need to play well with other children. For example, they learn to work with a partner and take turns at pouring water in and filling their containers at the other end. Children learn how to take good care of themselves and live healthily. For example, staff guide them to climb higher and balance with increasing confidence on the beams and benches they often help to arrange.

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need to do better?

n Staff plan well overall to help children participate in a range of activities and build sequentially on their previous learning over time. They make good use of children's interests to motivate them. However, occasionally, staff do not match learning precisely enough to children's abilities in order to fully enrich and support the highest quality of learning. This includes, for example, expecting children to use mathematical skills they are not yet prepared for or to sit and listen in groups for too long for all children to fully engage. n Staff support children with special educational needs and/or disabilities and others who may be vulnerable and need further support. They work closely with parents and other professionals, such as speech, language and hearing support services, to plan and guide children's learning. n Staff strongly prioritise the development of communication skills for all children,

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need to do better?

including those who speak English as an additional language. They make good use of songs and rhymes to engage children in listening to and learning new words and phrases. They introduce children to a breadth of fiction and non- fiction through, for example, regularly sharing stories throughout the sessions. Staff read stories well and help children become familiar with new vocabulary and develop their understanding of the world. n Children's good behaviour and personal development are promoted well. The

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need to do better?

8 July 2025 welcome and registration activities, for instance, at the start of each session, contribute to helping children reflect on their behaviour and support them to take turns and listen to others. Staff support children to make choices, including voting for favourite songs and activities. This contributes to their emerging understanding of fairness and decision-making. n Children are supported well to develop all aspects of their physical skills. They learn to handle small objects and different tools, for example, as they discover how to construct block towers or join magnetic tiles. They become very confident in pouring their own water or milk and slicing fruit at snack times. They progressively develop their ability to balance, climb and pedal as they learn to manage obstacle courses or ride different vehicles. n The leadership is ambitious to ensure that all children leave the pre-school as

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need to do better?

happy, confident and eager learners. They make good use of training, for example, to create an environment that encourages good communication skills and a calm ethos. Leaders research and develop ways to accurately evaluate the impact of provision on children's learning. There is a low turnover of staff and morale is high. n Parents strongly recommend the pre-school. They strongly feel that their children are well prepared for their future learning experiences, including starting school. They particularly appreciate how welcoming and supportive the staff are and the good-quality information on their children's progress.

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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 sharpen the planning and staff's engagement with children to consistently match learning to the needs of all children.

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Setting details

Unique reference number 2753218 Local authority Sheffield Inspection number 10405903 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 30 Number of children on roll 103 Name of registered person Greystones Pre-School CIO

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reference number

Telephone number 0114 267 1111 Date of previous inspection Not applicable

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Information about this early years setting

Greystones Preschool registered in 2023. The setting employs 10 members of childcare staff. Of these, seven members of staff hold early years qualifications at level 3 or above, including two with qualified teacher status. The setting opens from Monday to Friday, from 8am to 3.30pm, term time only. The setting 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 The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on the children's learning. n The manager and the inspector completed joint observations of the children's learning experiences and evaluated the activities. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke to the children about their experiences as they played. n The inspector spoke to several parents during the inspection and also took account of their views from written feedback. n The manager provided the inspector with relevant documentation on request. n The inspector spoke with the manager about the leadership and management of 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

8 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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