Bayford Pre School

Inspection of Bayford Pre School Bayford Village Hall, Ashendene Road, Bayford, HERTFORD SG13 8PX

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

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The provision is outstanding

Children thrive in this highly responsive and nurturing pre-school. Staff deliver a highly ambitious curriculum that is tailored to the precise needs of children and acknowledges their unique learning styles. Staff work collaboratively together to provide an environment that sparks children's curiosity and motivates them to explore and learn. Staff provide a wealth of rich experiences. Children are encouraged to explore emotions through puppets. They link colours to feelings, such as anger and sadness, and discuss scenarios from their own experiences. They express themselves confidently, promoting self-awareness and understanding of feelings. Staff's sensitive support helps to develop resilient children who are prepared to manage and regulate different emotions in their lives.

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The provision is outstanding

Staff promote children's behaviour exceptionally well. They act as positive role models and reinforce the pre-school's values, which help children to be kind and considerate to their friends. Children's voices are clearly valued and respected throughout the pre-school. Staff promote democracy as they encourage children to choose songs at group time. 'Show and tell' sessions provide opportunity for children to share achievements and celebrate success. Staff embed cultural understanding for children. They learn about diverse festivals, explore different abilities through role play and small-world activities, and involve families to bring authentic experiences into the setting. Children develop empathy, social awareness and respect for diversity through these purposeful experiences.

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need to do better?

n Leaders show an inspiring ambition for children to have the very best outcomes. They work in close partnership with the committee, creating a strong and supportive structure that drives continuous improvement across the pre-school. Staff receive highly targeted training and support to ensure that they are exceptionally well equipped to meet the needs of children. Staff feel valued and well supported. n Staff use continuous observations to understand what children know and what they need to learn next. Through exceptionally high-quality interactions, children are consistently supported, enabling them to reach their highest potential across all areas of learning. Staff implement interventions promptly and monitor progress carefully, ensuring that children with special educational needs and/or disabilities thrive alongside their peers. n Staff embed language and literacy across the pre-school. They use storybooks to

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need to do better?

extend knowledge and spark curiosity, as children learn to use them to find out new information. Children show a genuine enthusiasm for shared reading as staff share stories about zoo animals. Children learn that giraffes have long necks and identify what a rhinoceros looks like. Staff skilfully support children to

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need to do better?

15 September 2025 learn letters as they are tasked with bringing in items from home that begin with the letter 'b'. Children proudly show their items, such as 'bunnies' and 'books', helping them to recognise the sounds of letters. n Staff manage routines and transitions seamlessly, ensuring that children feel secure and included. They use all aspects of routines as valuable learning opportunities, which keeps learning flowing. For example, during self-care routines, even the youngest children are encouraged to wipe their own nose, and children learn to dress themselves independently. Staff provide support only when necessary and offer an abundance of praise to reinforce children's confidence and self-esteem. These opportunities allow children to develop essential life skills, ensuring that they are extremely well prepared for the next stage of education. n Mathematical concepts are embedded securely in play and adult-led activities.

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need to do better?

During construction in the outdoor area, children build bridges and towers, using different-sized bricks and plastic hammers. Staff use effective narration to introduce mathematical language, such as 'small' and 'large' bricks, and discuss measurement, balance and height. Children count, compare and predict outcomes, showing excellent problem-solving skills. n Staff provide enriched experiences for children to develop an understanding of the world around them. They visit the local duck pond and enjoy visits from police officers and firefighters, helping them to understand people who help them in the community. n Parents speak extremely highly of the pre-school and value the strong, trusting relationships they build with staff. They are fully involved with the pre-school, attending events such as Christmas plays and graduation parties. Staff provide regular parents' meetings to ensure that families are fully informed about their

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need to do better?

child's progress and achievements. Initiatives, such as sending 'Tommy Bear' home, encourage parental engagement and strengthens the link between home and pre-school.

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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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Setting details

Unique reference number EY431022 Local authority Hertfordshire Inspection number 10399101 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 25 Number of children on roll 19 Name of registered person Bayford Pre-School

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reference number

Telephone number 01992511474 Date of previous inspection 20 November 2019

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Information about this early years setting

Bayford Pre School registered in 2011. The pre-school employs six members of childcare staff, all of whom hold appropriate early years qualifications at level 3 or above. The manager holds early years professional status. The pre-school opens from Monday to Friday, 9am to 3pm, during term time only. The pre-school provides funded early education for eligible children.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n The inspector and the manager carried out a joint observation of an activity. n The inspector talked to practitioners at appropriate times during the inspection and took account of their views. n The children communicated with the inspector during the inspection. The inspector spoke with parents and carers during the inspection and took account of written views. n The inspector looked at relevant documentation, such as evidence of the suitability of the practitioners working in the pre-school and a selection of other records.

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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

15 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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