Good Shepherd Pre- School

Inspection of Good Shepherd Pre- School Good Shepherd Church Hall, Bramble Close, Holbury, Southampton, Hampshire SO45 2JP

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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 eager to enter the setting in the morning and settle in swiftly. They are self-motivated and excited to explore. Children play cooperatively with others, such as on the swing outdoors and when hunting for imaginary monkeys in the trees. They laugh with sheer delight when staff play along with them, using cardboard tubes to look through and to search the branches. Children show they enjoy spending time with staff and feel safe in their care. Staff encourage children to play and learn. They build strong bonds with children and support their emotional well-being effectively.

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The provision is good

Leaders and managers have clear aims and aspirations for children through a well- balanced curriculum. For example, they want children to be able to communicate their needs and to be confident and independent. Staff ensure children have plenty of choices to make, such as where to play and what to play with. Staff help children to self-serve their own snacks and to tidy away when they have finished eating. Children show they understand the expectations that staff have for them. They listen to what staff say and behave positively.

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need to do better?

n Children with special educational needs and/or disabilities (SEND) are swiftly identified. Staff provide excellent help through 'special time' to find out exactly what gaps children have in their learning. This helps them to deliver targeted support for children. For instance, highly engaging, daily interventions by staff help to close gaps in children's learning. This is a real strength, and children with SEND make superb progress. n Staff know the children they care for well, and children know who their 'special key adult' is. Staff understand how children like to learn and what their interests are. For example, staff ensure children with SEND can engage in the sensory den when they first enter the setting. This helps them to regulate their emotions. Staff ensure favourite resources are easily accessible when children are ready to learn. They support children's individual needs very well. n Children benefit from good support for their communication. Staff greet children

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need to do better?

warmly as they arrive, using signs and words. They repeat what children say and teach them new words and signs. For instance, when chatting to children about different fruit, staff introduce words such as juicy. Staff help children to hear the different sounds in words as they clap out the rhythm of words, such as banana. Children are interested in all that staff say and do. They join in readily with conversations and develop into confident communicators. n Staff are positive role models for children. For example, they show children how to play and interact with others. Children can see how to have conversations and take turns to speak. Staff plan activities for children to support their learning. For

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need to do better?

16 July 2025 instance, they freeze toy sea creatures in ice for children to learn about melting. Occasionally, however, although activities are enjoyable, staff do not fully consider children's individual learning needs. Some children do not benefit from precise teaching to help them build on what they already know and can do. n Staff introduce children to new ideas and concepts. For example, they help children to construct kites. Children excitedly plan their ideas and staff encourage them to run outdoors to test them out. Children are delighted and say with great enthusiasm, 'It worked.' However, staff do not consider how to use conversations effectively to encourage children to think further. At times, staff do not wait for children to think of answers and solutions before adding in suggestions and answers for them. n Children learn to manage their feelings and behaviour. Staff help children to recognise their emotions, such as when sharing stories. They support children to

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need to do better?

consider what others may be feeling. Staff offer children plenty of warm praise and encouragement. They help children to develop positive self-esteem. However, staff do not ensure that children understand what they have done well. Staff do not consistently make sure their praise is meaningful to children to help them learn what they have achieved or what needs to be tried again. n Leaders and managers offer good support for staff to develop their professional knowledge. For instance, staff access regular training. Leaders and managers make effective use of additional funding for children. This helps them to provide an inclusive setting and opportunities for all. Staff develop effective partnerships with parents and others who work with children. This helps to develop continuity for children's care and learning. Parents report very favourably about the good communication, support and advice that staff offer, particularly for children with

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need to do better?

SEND. Overall, leaders and managers are effective in their roles to provide a good-quality setting for 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 develop staff interactions further to focus teaching more precisely to build on what children know and can do n support staff to develop their questioning techniques to give children more time to think, understand, problem solve and respond to questions n encourage staff to help children understand what they have done well in their learning.

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Setting details

Unique reference number 110538 Local authority Hampshire Inspection number 10399537 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 Full day care

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inspection

Total number of places 28 Number of children on roll 31 Name of registered person Good Shepherd Pre-School Committee

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reference number

Telephone number 07759177746 Date of previous inspection 5 December 2019

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Information about this early years setting

Good Shepherd Pre-School registered in September 2000. The pre-school opens on Monday, Wednesday and Thursday from 8.30am to 3pm, and on Tuesday and Friday from 8.30am to 1pm, during school term time only. The pre-school provides funded early education for children. There are three members of staff. All staff hold early years qualifications at level 3.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about the curriculum and what they intend for the children to learn. n The inspector talked to the staff and children at appropriate times during the inspection. n The inspector and manager completed a joint observation. n The inspector observed the quality of education being provided and assessed the impact this was having on children's learning. n Meetings were held between the inspector and manager, and the inspector and the provider. The inspector looked at relevant documentation and saw evidence of the suitability of staff. n Parents shared their views of the setting with the inspector.

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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

16 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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