Therfield Village Pre-School

Inspection of Therfield Village Pre- School Therfield Village Hall, Church Lane, Therfield, Royston, Hertfordshire SG8 9QB

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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 are excited to arrive and rush to join their friends, exploring the exciting experiences staff carefully organise each day. Children enjoy a vast array of sensory and exploratory play to develop their confidence and communication skills. Older children explore more complex mathematical concepts, such as size, shape and volume, by creating dens and channelling water in the secure garden. All children engage deeply in play because staff use their interests as a basis for learning. For example, individual children share their interests and fascinations on their own 'choice day', where activities are focused on specific themes.

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The provision is good

Children develop close bonds with one another and are observed supporting their friends in tasks, sharing resources and demonstrating good manners. Children form equally close relationships with the nurturing staff. Leaders foster these close relationships by establishing an effective key-person system. This is particularly well implemented when supporting children with special educational needs and/or disabilities (SEND). Skilled and qualified key staff have a deep understanding of children's unique circumstances and have well-established links with other professionals to aid children's progress.

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The provision is good

Children have a positive attitude to learning. They demonstrate resilience and perseverance because staff allow them the time to explore suitably challenging activities and tasks during the day. Staff are always on hand to offer support and advice while allowing children to develop a sense of pride in their accomplishments.

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need to do better?

n Leaders and staff understand the vital role they play in preparing children for their next stage of learning. They have constructed and implemented a well- considered curriculum that promotes this well. For example, children take on age-appropriate responsibilities in their pre-school, such as tidying away, planning their learning and managing their possessions. As a result, children are confident, excited and well prepared for school. n The well-established team reflect well on the care they provide. Staff work closely with families, gathering regular feedback on practice. Leaders use this knowledge to make well-considered changes to meet the changing needs of children and families. For example, recent changes to methods of communication mean that parents have a deeper insight into children's time at pre-school and can further support their learning at home. On occasion, this same robust evaluation is not observed when assessing the effectiveness of

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need to do better?

routines and the environment. n Relationships with carers are strong. All parents speak highly about the nurturing staff and the warm and sensitive approach they have to children's care and

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need to do better?

11 July 2025 learning. For example, children spend time daily in small nurture groups and explore their feelings and emotions during activities. Parents acknowledge how this focus on supporting children's emotional well-being means that they settle well and enjoy their time at their pre-school. n Staff differentiate children's learning very well. They understand that children learn differently, so they plan and adapt activities that build on what individual children know, can do and need to learn. Staff organise daily group-circle time sessions to prepare children for the routines they may experience at school. Younger children have their own adapted group time, where they practise and perfect the required skills before joining their older friends. n Staff work closely with other professionals to support children's development and well-being. This is particularly well implemented when supporting children's

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need to do better?

move to school. Teaching staff visit the setting regularly during the year, observing children and sharing information. Staff plan activities to develop the skills that children will need for this next stage of their learning. For example, children are learning to use cutlery safely by chopping up various vegetables in preparation for their new lunchtime routines. n Children with SEND are very well supported by knowledgeable and skilled staff. Staff implement strategies that enable children to make progress and feel safe and secure in their environment. For example, children are provided with safe spaces and specific resources that target their individual needs. n Leaders encourage staff to enhance their skills and knowledge by accessing training around their professional interests and children's needs. Staff develop areas of expertise that they share with colleagues during training sessions. Leaders conduct supervisions with staff to monitor practice and well-being.

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need to do better?

Enhancing current methods used to coach staff will further support staff to deliver consistently exceptional teaching opportunities to children.

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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 monitor the effectiveness of some routines and the environment to ensure all children receive consistently outstanding learning experiences that support them in making exceptional progress n enhance coaching and mentoring to support staff in delivering consistently outstanding teaching.

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Setting details

Unique reference number EY216156 Local authority Hertfordshire Inspection number 10399676 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 26 Number of children on roll 29 Name of registered person Therfield Village Pre-School Committee

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reference number

Telephone number 07789 012419 Date of previous inspection 11 December 2019

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Information about this early years setting

Therfield Village Pre-School registered in 2002. The pre-school employs five members of childcare staff. Of these, four hold appropriate qualifications at level 3 and above, including the manager who holds a level 6 qualification. The pre-school opens from Monday to Friday, during school term time. On Monday and Wednesday, the the pre-school operates between 9am and 3pm. On Tuesday and Thursday, sessions are between 9am and 2.30pm and on a Friday, the pre-school is open between 9am and 1.30pm. The pre-school provides government funded places for all eligible children.

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Inspection activities

n The inspector considered the views of parents by speaking to several during the inspection. n The inspector looked at relevant documents, including evidence of the suitability of all staff. n The inspector observed the interactions between staff and children during activities. n The inspector observed the quality of teaching to assess the impact on children's learning. n The inspector and manager completed a joint observation of an activity to assess the quality of teaching. n The inspector held discussions with staff about the monitoring of learning and development in the setting and tracked the progress of several children.

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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

11 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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