Hilmarton Preschool

Inspection of Hilmarton Preschool Poynder Place, Calne SN11 8SQ

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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 thoroughly enjoy attending the pre-school. They benefit from the calm, inclusive and welcoming environment that staff provide. Children arrive happy and demonstrate their developing independence as they hang up their coats. They quickly settle and engage with different activities in the room. Children form strong bonds with staff and show that they feel safe and secure. Staff take time to get to know each child and tailor settling-in sessions to meet individual needs. Children engage well with staff and are keen to explore, showing increasing levels of attention.

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The provision is good

Children show respect towards staff and their peers. They learn to share and take turns as they play. Children are familiar with the pre-school routine and know what is expected. This helps them feel safe and secure in the environment. Children have good opportunities to learn how to manage risk for themselves, such as climbing trees in the forest sessions. Children learn about healthy eating. For example, they take part in cooking activities. Staff help children to gain a good understanding of the world. They plant vegetables and sunflowers with children to teach them how things grow. Staff teach children about people in the community, such as postmen and shop keepers. They do this through informative discussion, storytelling and on walks around the local community.

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The provision is good

Staff know the children well and regularly assess their learning and development. They use information from parents about children's learning at home, along with their own observations during pre-school sessions, to plan individual next steps that support each child's progress.

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need to do better?

n Staff are dedicated practitioners, who take pride in their roles and responsibilities. They express happiness and unity, which positively influences children's attitudes towards the setting. There is a good team spirit, where staff help and encourage each other throughout the day. They deploy themselves effectively to help to ensure children are safe at all times. Good consideration is given by leaders to staff's well-being. Staff work well together as a team and have children at the heart of all that they do. n Staff plan an ambitious, well-sequenced curriculum that builds on what children already know and can do. They place a strong focus on supporting children's communication skills, social interactions and positive behaviour. The curriculum is enhanced with weekly sessions which include outside professionals providing sports, songs, rhymes and forest school. This offers children a wider variety of

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need to do better?

structured learning experiences to help prepare them for school. n Partnerships with parents are strong. Staff share information with them at drop

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need to do better?

12 September 2025 off and collection times. Parents are invited to attend regular meetings with staff and share daily updates on social media. This helps to keep them well informed about their child's learning and supports continuity in learning at home. Parents attend regular events, such as Father's Day forest school celebrations, and walks around the local community. This enriches children's experiences and strengthens the link between home and the setting. n Staff have established effective systems to support children with daily routines. For example, staff use signs and pictures to help some children to feel more settled when transitioning from one activity to another. Children demonstrate that they feel calm and quickly re-engage as they move from outdoor to indoor. n Staff engage in playful interactions with children and encourage them to use and develop their physical skills. Children show delight as they run, jump and climb

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need to do better?

outside. They confidently use wheeled toys. Children take part in creative activities to help develop their eye-hand coordination. For example, children delight as they scoop flour or mix raisins in their creations as they learn to use various tools. Older children take care as they draw and colour pictures. n Staff talk to children throughout the day, placing priority on children's communication and language development. However, occasionally, staff focus their questions towards the older children, which does not always encourage the less confident, younger children to join the conversation to help develop their confidence and communication skills. This reduces opportunities for younger children to share what they know to broaden their knowledge through conversation.

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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 strengthen opportunities for younger children to join in all conversations to develop their confidence and enhance their developing language skills.

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Setting details

Unique reference number EY536690 Local authority Wiltshire Inspection number 10399821 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 24 Number of children on roll 18 Name of registered person Hilmarton Preschool

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reference number

Telephone number 07798643028 Date of previous inspection 16 December 2019

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Information about this early years setting

Hilmarton Preschool re-registered in 2017. It operates from a community hall in Hilmarton, Wiltshire. The pre-school is open from 8.15am to 2.45pm during term time. It employs four staff. The manager holds a foundation degree in childcare, two staff are appropriately qualified at level 3 and one is unqualified. The pre- school receives funding for the provision of free early years education for children aged two, three and four years.

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Inspection activities

n A manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The manager and the inspector carried out a joint observation. n The inspector spoke to parents to gain their views of the setting. n The inspector spoke to children and staff to find out about their time at the setting. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact on children's learning. n The inspector held a meeting with the manager. She looked at relevant documentation, including the evidence of the suitability of staff working in the setting.

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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

12 September 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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