Clanfield Pre-School

Inspection of Clanfield Pre-School Early Years Building, Clanfield Primary School, Main Street, Clanfield, Oxon OX18 2SP

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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 happy, confident and excited to start the day as soon as they arrive at the pre-school. Staff support children to develop their independence by encouraging them to do things for themselves. For example, children enjoy pouring their drinks and helping to prepare food for snack time. Staff plan a wide range of interesting and engaging activities throughout the indoor and outdoor spaces to support children's development across all areas of learning. Children behave very well. They enjoy playing together cooperatively and support each other to share the resources. Staff teach children to understand expectations for behaviour and the importance of being kind to each other.

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The provision is good

Staff have high expectations for all children, including those with special educational needs and/or disabilities (SEND), and those who speak English as an additional language. They are committed to ensuring all children have the same opportunities to learn. As a result, children with delays in their speech development make good progress from their starting points and are becoming confident communicators.

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The provision is good

Staff build effective partnerships with parents and families. They encourage regular communication so that children's care and development are well supported. They ensure that children's routines at home are closely mirrored to support their emotional well-being. Children's achievements both at the pre-school and at home are celebrated with enthusiasm, which helps children to gain a sense of pride in their successes.

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need to do better?

n Staff place a strong focus on building children's confidence, and social skills in readiness for their move to school. They regularly assess children's progress and are clear about what children need to achieve next to move on to the next stage in their learning. As a result, all children make good progress. n Staff foster children's curiosity by regularly making enhancements to the activities and resources on offer. For example, by creating a calming sensory house, and adding ice to the water tray, where children can use different tools to break down the ice and explore the animals hiding inside. n The curriculum for communication and language is structured to expose children to new vocabulary as they play and learn. As a result, children learn and use mathematical language as they explore capacity and volume when transferring coloured rice into different containers. Staff encourage younger children to

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need to do better?

follow simple instructions, while older children engage in discussions about the life cycle of a butterfly. n Staff provide a variety of stimulating and engaging activities for children to

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need to do better?

23 June 2025 choose from. They take account of children's interests and what they need to learn next when planning activities and organising the environment. They interact readily with children as they play alongside them to support their learning. However, there are times when staff do not make the most all opportunities to extend children's learning and ensure that they benefit fully from the intended learning. n Leaders and staff plan a wide range of activities, which help children to gain an understanding of the world around them. Children benefit from regular forest school sessions, where they explore and learn about the natural environment. They help to care for chicks when they hatch from eggs, and caterpillars, watching them gradually transform into butterflies. n The pre-school staff work positively with parents and other agencies to ensure that children with SEND, and gaps in their learning, are identified and supported

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need to do better?

at the earliest opportunity. Leaders are passionate about supporting these children to make good progress in their learning. They proactively identify and source training opportunities to enhance staff knowledge and practice, such as by providing Makaton training. n Staff feel well supported in their role and report that they are able to access a range of opportunities for their professional development. Leaders and staff are highly reflective and work together to identify training, which will further enhance the quality of education provided and the curriculum they offer to children. n Children start and end sessions as a whole group, providing opportunities to share experiences and and celebrate achievements with their peers. Staff encourage children to choose their favourite stories during story time activities. Children enjoy shared stories connected to current topical activities, such as butterflies and 'The Very Hungry Caterpillar'. Older children demonstrate

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need to do better?

enthusiasm in expressing their thoughts and ideas. However, some younger children experience difficulty maintaining attention during extended large-group sessions, which impacts on their engagement and concentration.

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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 review the organisation of group activities to ensure that all children are consistently engaged and focused in the learning opportunities provided n enhance the quality of teaching even further to support staff to make the most

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should:

23 June 2025 of all opportunities to extend children's learning and to ensure children consistently benefit from the intended learning.

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Setting details

Unique reference number EY420265 Local authority Oxfordshire Inspection number 10398770 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 24 Number of children on roll 29 Name of registered person Clanfield Pre-School Committee

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reference number

Telephone number 01367 810 365 Date of previous inspection 8 November 2019

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Information about this early years setting

Clanfield Pre-School originally registered in 1998 and re-registered in 2011. It operates from the Foundation Stage Unit within the site of Clanfield Primary School. The pre-school is open each weekday during school term times. It offers morning sessions from 8.45am until 11.45am, and afternoon sessions from 11.45am until 2.45pm. Children may attend for a variety of sessions and there is an optional lunch club. The pre-school is in receipt of funding for the provision of free early education for children age two to four. The pre-school employs a manager and eight early years practitioners. An assistant manager deals with administration has a level 3 qualification. Five practitioners hold relevant early years qualifications from level 2 to level 3. One member of staff is unqualified, one of staff holds an early years foundation degree, and a forest school leader has qualified teacher status.

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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 talked to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with SEND and those who speak English as an additional language. 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 inspector observed the interactions between staff and the children. n The inspector spoke to several parents during the inspection and took account of their views.

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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

23 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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