Barrow-upon-Humber Preschool

Inspection of Barrow-upon-Humber Preschool The Hive, Barrow Upon Humber Pre-School, Ferry Road East, Barrow-Upon-Humber DN19 7AZ

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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

Leadership's vision for 'the best start for every child' is apparent in this inspiring and inclusive pre-school. Children thrive in the care of the highly skilled and nurturing staff team, who have high expectations for all children. They demonstrate a strong sense of belonging and confidence as they explore the exceptional environments, both inside and outside. Staff are quick to seize the moments that enhance children's learning. For example, staff observe children's fascination with a snail they have discovered, while exploring outside. They spend time observing and discussing the snail's movements with the children. Staff show children where the eyes and mouth are located on the snail. Children learn, at first-hand, about the distinct features of some animals they encounter.

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The provision is outstanding

The induction arrangements are highly successful, creating a seamless transition from home. For example, staff offer home visits prior to children starting. They value the information shared by parents during these times. Staff build exceptionally strong partnerships with parents, from the start. Parents are very complimentary about the outstanding levels of support their children get from the whole staff team.

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The provision is outstanding

The curriculum is aspirational and dynamic, giving children the best opportunities to excel. Leaders and staff regularly review the curriculum to ensure it meets the needs of all children. They closely monitor children's progress to identify any gaps in their learning. Every child gets exactly the right support to achieve well. They are incredibly well prepared for their future learning.

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need to do better?

n Strong leadership across the pre-school really benefits children and their families. This includes the committee, who are proactive and supportive. Leaders value the different skills that the staff team bring to the pre-school. They fully support staff in their roles and utilise their expertise to continually improve outcomes for children. Staff take responsibility for different aspects of the provision, such as parent partnerships and healthy eating. They receive comprehensive training to carry out these roles. n Children have many opportunities to learn about the environment during their forest-school sessions. They learn new skills, such as using a saw to cut wood and how to keep themselves safe near a fire. These sessions develop children's confidence to attempt new challenges with a 'can-do' approach. n The support for children's communication and language development is superb. Children are totally immersed as staff read them stories. There are many high-

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need to do better?

quality books in every part of the pre-school for children to access independently. Staff conversations with children are playful and meaningful.

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need to do better?

12 September 2025 They listen carefully to what children tell them and respond positively. Children learn to express their thoughts and ideas with much confidence. n Staff are quick to act when children are not meeting developmental milestones. They work closely with parents and professionals to identify and implement targeted plans that enable children to make progress. Staff demonstrate high levels of commitment in supporting children with special educational needs and/or disabilities (SEND). Children who are eligible for additional funding make excellent progress. The funding is fully targeted to enhance their learning and development needs. n Staff promote a calm, purposeful ethos and are excellent role models. Children's happiness and well-being are fully supported through their sensitive and caring approaches. Children fully understand what is expected of them and their behaviour is exemplary. They demonstrate deep levels of care and respect for

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need to do better?

others and the resources. Staff are skilled at helping children manage their emotions, for example, when they are struggling to cope with transition times in the pre-school. n The pre-school plays an active part in the community. Staff plan many opportunities for children to participate in community events. Children learn about the distinct features of their local area. They listen to stories and play with resources that originate from different cultural backgrounds. Children begin to understand and appreciate the similarities and difference between themselves and others. n Staff strongly support children in developing healthy habits. They fully promote children's good oral health, for example, by only offering children milk or water to drink. Children learn how to brush their teeth properly, with staff's expert guidance. Parents receive important information that helps them to provide healthy packed lunches for their 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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Setting details

Unique reference number EY552913 Local authority North Lincolnshire Inspection number 10399560 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 28 Number of children on roll 42 Name of registered person Barrow Pre-School Playgroup Committee

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reference number

Telephone number 01469 530407 Date of previous inspection 5 December 2019

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Information about this early years setting

Barrow-upon-Humber Preschool registered in 2017. The preschool employs eight members of childcare staff. Of these, seven hold appropriate qualifications at level 3 or above. Opening hours are 8.45am until 3.15pm, Monday to Friday, term time only. The preschool provides government-funded early education places for children aged from two years to four years of age.

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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 want the children to learn. n The inspector met with committee members to discuss how the pre-school is managed. n Staff and children spoke to the inspector during the inspection. 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 Staff spoke to the inspector about how they support children with SEND. n The inspector spoke to parents to gain their views.

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Inspection activities

12 September 2025 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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