Ashbeach Pre-School

Inspection of Ashbeach Pre-School Ashbeach Primary School, Ashbeach Drove, Ramsey St Mary's, Cambridgeshire PE26 2TG

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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 Not applicable

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The provision is good

Staff help children to settle into the setting by providing toys in the foyer area, allowing them to play while they wait to enter. This helps to calm children and prepare them for their learning and they quickly get absorbed in their play. When children do struggle to settle in, staff respond warmly and sensitively to help them.

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The provision is good

Staff focus on supporting children's independence. Children use a small dustpan and brush to sweep up sand they have spilt. Staff have set up a 'Sniffle Station', where children wipe their own noses and, at snack and mealtimes, children wash up their own bowls and cups. Staff listen to children carefully and respect their opinions. Children confidently express their preferences and move resources to areas where they wish to play.

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The provision is good

Staff remind children of the rules of the setting. They ask children to use their walking feet inside and help children to share the resources. Children collaborate when playing and form positive relationships with each other. Staff work closely with parents to support children's learning and development, including those with special educational needs and/or disabilities (SEND). They provide the specific support children need to enable them to make progress.

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need to do better?

n Staff have created risk assessments to help children understand how to identify hazards in the setting and keep themselves safe. Children enjoy a wide range of healthy snacks, which parents donate to the setting. Staff help children grow vegetables in the garden. Children are proud to pick carrots and share these with their friends. Children learn about healthy lifestyles as they brush large sets of plastic teeth and talk to staff about visiting the dentist. n Staff make the most of different environments to support children's developing physical skills. Children use the school running track to burn off energy and, in the pre-school garden, they use hoops and larger apparatus to crawl, climb and jump. This helps them develop their stamina and coordination as well as follow safety rules. Staff provide challenging fine motor activities, such as threading varied pasta shapes onto pipe cleaners, which enhance children's dexterity and

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need to do better?

concentration. n Children make good progress with their language development. Staff help children to use visual timetables, pictures and sign language to communicate. Children enjoy focused group times, which are planned to meet their individual needs. They sing songs to welcome everybody, which helps them to develop relationships with each other. Staff read stories in a captivating way and provide children with props to use. This keeps them engaged and helps them to develop a love of books.

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need to do better?

23 September 2025 n Staff promote children's current interest in insects by taking them on 'bug hunts' in the forest area of the school. They help children learn about recycling and children put their rubbish in the correct bin to be recycled. Staff embed mathematical learning throughout the routine. At group time, staff help them count the number of children in the setting and identify the corresponding digit on the wall. n Parents are happy with the care the setting provides. They speak warmly of the help they have received from staff to help them support their children's speech development. They also comment on how their children are well supported for the transition to school, developing the skills they need for the next stage in their learning. Staff share their assessments of children's development with parents. They collaborate with parents and other professionals to provide targeted support for children with SEND and those from disadvantaged

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need to do better?

backgrounds, enabling them to make good progress. n Leaders evaluate the quality of the setting. They support staff to attend training and complete their early years qualifications. Staff appreciate the support they have received from leaders. However, although leaders conduct regular supervision meetings with staff, these are not sufficiently focused on enhancing their teaching practice. As a result, opportunities to raise the quality of teaching to the highest standard are not consistently realised.

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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 review and refine the supervision of staff to ensure they receive focused support to raise the quality of teaching to the highest level.

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Setting details

Unique reference number 2734825 Local authority Cambridgeshire Inspection number 10399755 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 Sessional day care

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inspection

Total number of places 28 Number of children on roll 14 Name of registered person Humphreys, Judith

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reference number

Telephone number 01733 660150 Date of previous inspection Not applicable

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Information about this early years setting

Ashbeach Pre-School registered in 2023. The pre-school is run by an individual owner in the village of Ramsey St Mary's, Cambridgeshire. The pre-school employs four members of childcare staff, two of whom hold early years qualifications at level 3 and one at level 6, who also holds early years professional status. It is open Monday to Friday, from 9am to 3pm, term time only. The pre-school provides funded early education for eligible children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with SEND. 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 The manager and the inspector carried out a joint observation during snack time. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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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

23 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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