West Town Pre-School

Inspection of West Town Pre-School West Town Primary Academy, Midland Road, West Town, PETERBOROUGH PE3 6DD

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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 arrive happy at the setting and quickly settle into an activity of their choosing. Staff know children well. They plan clear and meaningful next steps for children to work towards and this supports their good progress in all areas of learning. The curriculum is well sequenced throughout the setting. Children benefit from strong relationships and a well-embedded key-person system to help them feel safe and secure in their surroundings.

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The provision is good

Children demonstrate positive attitudes to learning and enjoy exploring the learning environment freely and safely. Staff promote opportunities for children to carry out tasks for themselves. Children demonstrate their fantastic independence during mealtimes as they open packets in their lunch boxes and use cutlery well. Additionally, children use good table manners and enjoy engaging in social conversations around the table. During play, children demonstrate kindness and strong friendships as they invite their peers to join their play in small groups.

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The provision is good

Staff are good role models for children. They encourage children to join in group singing and reading times to promote speech and language development. Children who speak English as an additional language are well supported and develop a good understanding of spoken English quickly. Staff model clear words for children to hear and they quickly learn to speak and communicate in English, in preparation for school.

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need to do better?

n The management team has implemented a curriculum that is tailored to meet the needs of the children attending the setting. For example, staff consider the experiences children gain at home and expand and strengthen this even further. Children benefit from various outings in the local community and visitors to the setting that provide vital learning opportunities to help children learn about the community they live in and the world around them. n Staff focus their teaching on the three prime areas of learning and this helps children build a solid foundation of knowledge and skills prior to starting school. Children with special educational needs and/or disabilities are supported well. Staff work with a range of professionals to support children and families within the setting. They work hard to provide children with the support they need to help them make good progress. n Children play together in small groups and demonstrate good teamwork and

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need to do better?

social interactions. However, when there is a disagreement, staff are not always confident and consistent with behaviour management techniques. This can impact on children's understanding of what is right and wrong. n Children's physical development is well supported throughout the setting. They

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need to do better?

17 July 2025 are provided with a range of opportunities to climb, run, build and balance. Staff plan learning opportunities based on what children need to learn next, demonstrating their good understanding of children's abilities and development. n Staff have worked hard to strengthen partnership working with parents. They provide many opportunities for parents to visit the setting for stay-and-play sessions and staff use this opportunity to share what children are learning. Communication is strong and staff share regular updates with parents about children's progress. Additionally, staff share resources with families to support home learning opportunities. n Children learn about a range of cultures and religious events through reading and conversations. Furthermore, staff provide opportunities for children to experience food and events from around the world. They join together to celebrate and learn about a range of festivals that are relevant to the children

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need to do better?

and staff at the setting. n The management team is proactive, reflects on the practice within the setting and have a clear action plan, highlighting areas of the provision they are working to improve. For example, they have identified that the curriculum for mathematics needs improvement and have already accessed training and begun to implement changes, to strengthen staff's teaching. The benefits of this are demonstrated by children as they share their knowledge of numbers and explore shape and measure through play. Overall, staff receive good opportunities to build on their knowledge and skills. However, these are not precisely targeted to ensure children's learning is even more effectively extended at every opportunity.

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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 support staff to develop their confidence and behaviour management techniques to ensure children receive consistent and clear boundaries n strengthen staff's teaching skills to the highest standard so that children's learning is even more effectively extended at every opportunity.

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Setting details

Unique reference number EY543368 Local authority Peterborough Inspection number 10399234 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 44 Number of children on roll 73 Name of registered person West Town Pre School Playgroup Committee

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reference number

Telephone number 01733 852381 Date of previous inspection 25 November 2019

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Information about this early years setting

West Town Pre-School registered in 2017 and is run by a voluntary committee. The setting employs 10 members of childcare staff. Of these, eight hold appropriate early years qualifications at level 2 or above, including the manager who holds a qualification at level 5. The setting opens from Monday to Friday, during term time only. Sessions are from 8am to 2pm each day. The setting provides government funded early education for all eligible children.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 Parents shared their views of the setting with the inspector. n The inspector carried out joint observations of group activities with the manager. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities.

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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

17 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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