Greyfriars Pre School

Greyfriars Pre School

Unique reference number (URN): 511532 Address: Greyfriars Community Centre, RINGWOOD, Hampshire, BH24 1DW Type: Childcare on non-domestic premises Registered with Ofsted: 23/02/1995 Registers: EYR, CCR, VCR Registered person: Greyfriars Pre-School Committee

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children are enthusiastic and motivated learners, and the setting is a vibrant hive of purposeful activity. As a result, children make sustained progress across all areas of the early years foundation stage. Children benefit greatly from the curriculum building on their starting points, ensuring that learning is ambitious, engaging and accessible to all.

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Achievement Strong standard

Children with special educational needs and/or disabilities (SEND) receive targeted support, enabling them to make excellent progress, particularly in the prime areas of communication and language, physical development and personal, social and emotional development.

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Achievement Strong standard

Children have focused opportunities to practise their independence, build resilience and strengthen their communication and language skills through dedicated 'school-ready sessions'. These sessions support all children, including those with SEND, to feel confident and well prepared for their transition to school.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and practitioners work in close partnership with parents and carers to promote positive behaviour management strategies, ensuring consistency between home and the setting. They have high expectations of children's behaviour, which is clear when observing children at play. Children demonstrate high levels of respect for one another and share resources willingly. They show growing independence in managing their own actions.

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Behaviour, attitudes and establishing routines Strong standard

Practitioners consistently model positive interactions, guiding children to understand boundaries and encouraging kindness and cooperation. Older children act as role models for their younger peers. They support them to look at books carefully by turning the pages gently. Older children remind younger children to use good manners, such as saying 'thank you' at snack time. They encourage patience, for example, reminding their peers to wait 2 minutes before they can have the binoculars. These everyday moments highlight the strong culture of respect and responsibility within the setting. Children make secure progress in their personal, social and emotional development.

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Behaviour, attitudes and establishing routines Strong standard

Practitioners join children's play at their level, following their lead and extending learning through conversation and modelling. They show genuine interest in children's ideas, responding with curiosity and encouragement. Leaders have robust systems in place to promote positive attendance and punctuality. They work proactively with families to overcome barriers, recognising that some children may arrive late due to delays at home. Practitioners offer practical support, such as giving lunch to children who would otherwise miss out because they were late eating at home.

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Children's welfare and wellbeing Strong standard

Leaders greet children warmly by name and take time to check in with them at the start of the day. Practitioners consistently encourage children to develop their independence skills through everyday routines and activities. Children learn to manage their own needs, such as serving themselves at snack time and tidying away resources. Practitioners use stories as an important tool in helping children to recognise and regulate their emotions. They skilfully use resources linked to stories to encourage children to talk about their emotions, supporting them to develop self-awareness and strategies for managing how they feel.

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Children's welfare and wellbeing Strong standard

Promoting healthy lifestyles is firmly embedded across the curriculum. Children are active and energetic as they learn the importance of moving their bodies and being active through a wide range of daily opportunities. Practitioners support parents and carers with oral health advice, including information about spaces available at dentists. Children take part in practical activities to help them to understand the importance of brushing their teeth. Practitioners actively encourage healthy eating. For example, the setting takes part in a local 'healthy heroes' project, which encourages children to make positive food choices and develop lifelong healthy habits. During mealtimes, practitioners create a calm and nurturing atmosphere that supports children's wellbeing and independence. They sit alongside the children, engaging in relaxed conversation and modelling positive eating habits.

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Children's welfare and wellbeing Strong standard

Children take great pride in joining the daily garden risk assessment with 'Superbear'. This promotes a strong sense of responsibility and awareness of safety. Through this routine, children learn to identify potential hazards, discuss how to manage them and understand the importance of keeping themselves and others safe. Practitioners skilfully guide the process, encouraging children to use language to explain their observations and decisions. In the garden, children confidently remind adults not to go on the bridge because it is wet and slippery. This demonstrates their growing ability to assess risks and apply their knowledge in real situations.

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Curriculum and teaching Strong standard

Leaders carefully plan a broad and ambitious curriculum that meets the needs of all children. Practitioners regularly assess children's progress to ensure that learning builds progressively on what children already know and can do, while providing enrichment to extend their skills further. Practitioners thoughtfully sequence and adapt activities so that every child can access them meaningfully, regardless of their ability. For example, during a bug hunt activity, practitioners provided tailored support to ensure full participation by modelling each step using simple, visual cues and additional time for exploration.

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Curriculum and teaching Strong standard

Children are highly engaged in creative learning experiences that spark their imagination and extend their skills. For example, they design transient art Christmas cards using a rich variety of loose parts and festive decorations. This activity enables children to explore colour, shape and pattern, while strengthening their small physical skills as they carefully place and rearrange items.

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Curriculum and teaching Strong standard

Practitioners skilfully support learning by introducing positional language and encouraging children to explain their choices. This not only develops their communication and vocabulary, but also promotes their early mathematical understanding.

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Curriculum and teaching Strong standard

To ensure inclusivity, practitioners use a range of tailored communication strategies so that children with communication difficulties can participate fully and express themselves. This thoughtful and well-planned approach enables every child to feel valued, confident and motivated to learn.

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Inclusion Strong standard

Leaders are committed to improving children's outcomes. They embed robust monitoring systems across the setting. This enables practitioners to identify children who require targeted support promptly. As a result, they implement interventions swiftly, ensuring that children receive the support they need. For example, practitioners support children in small groups during story and rhyme time, using fun props and visual aids to help them stay focused and enjoy the session.

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Inclusion Strong standard

Leaders achieve this through the effective use of targeted strategies and by working closely with children's key persons, parents and carers, and external professionals. Consequently, all children, including those with special educational needs and/or disabilities, make sustained progress from their starting points. For example, leaders work proactively with feeder schools to develop well informed, individual transition plans that support each child's smooth and successful move into school.

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Inclusion Strong standard

Practitioners access high-quality training. This includes gaining knowledge about how to assess and plan for children's individual learning needs. Furthermore, effective training enhances their ability to support children with speech and language needs. Practitioners embed newly acquired skills enthusiastically into targeted interventions, ensuring that children receive effective and personalised support. In addition, they provide clear guidance to families, enabling parents to reinforce strategies at home and contribute to their children's ongoing progress.

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Inclusion Strong standard

Practitioners use early years pupil premium funding and disability access funding effectively to provide resources that support shared home learning. This targeted use of funding ensures that families who may be struggling receive additional help, enabling them to engage more fully in their children's learning. As a result, children benefit from consistent support in the setting and at home.

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Leadership and governance Strong standard

Leaders are reflective in their practice and continually seek ways to make ongoing improvements. They regularly review the provision, using feedback from parents and carers and practitioners to adapt routines and activities. This ensures that the curriculum remains ambitious, inclusive and responsive to children's needs. Leaders carefully prioritise staff's welfare through regular supervision meetings, where they discuss their individual support and professional development needs. The staff development programme is thoughtfully planned around the needs of each cohort of children. For example, this year, practitioners are undertaking specialised speech and language training to strengthen provision in this area.

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Leadership and governance Strong standard

At monthly meetings, practitioners reflect on their practice and discuss how best to use any additional funding received through early years pupil premium and disability access funding. This ensures that resources are targeted effectively to enhance outcomes for children, particularly those who may be disadvantaged or have additional needs.

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Leadership and governance Strong standard

Leaders have development plans to support parents who may not have the funds to buy books. They have introduced a shared book scheme, allowing families to borrow books to share with their children at home. This will ensure that all children have access to stories, further supporting children to develop their early literacy skills and positive reading habits.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Practitioners are welcoming to children and their parents and carers, creating a warm and supportive environment that encourages regular attendance. As a result, children thrive in this setting. On arrival, they demonstrate independence by self-registering with their name cards before engaging in a wide range of carefully planned learning activities. Practitioners skilfully design these activities to reflect children's interests and to support their next steps in learning. They ensure that children with special educational needs and/or disabilities are fully included. Practitioners adapt activities and provide additional support where necessary, enabling all children to participate meaningfully and make progress.

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What it's like to be a child at this setting

Practitioners consistently encourage children to be independent learners and to develop problem-solving skills. For example, when dinosaurs are frozen in large blocks of ice, children explore and test strategies to release them, using tools and outdoor resources effectively. Role play is purposeful and imaginative. Children engage in making herbal and fruit tea in the water tray, using tea bags and slices of lemon and lime. They discuss the colours, count the slices and describe the different smells while developing their fine motor skills through the use of pipettes and spoons.

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What it's like to be a child at this setting

Children make significant progress from their starting points across all areas of their learning. Practitioners are vigilant in identifying those children who require additional support. They implement targeted strategies to meet children's individual needs. Children benefit from small-group activities that practitioners carefully structure to promote their engagement and achievement. The use of visual aids, prompts and Makaton is highly effective in supporting children's speech and language development and improving their concentration and focus.

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Address:

Greyfriars Community Centre RINGWOOD Hampshire BH24 1DW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Greyfriars Pre-School Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 15:30

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Next steps

Leaders should sustain work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children.

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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs coordinator during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Children Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that the provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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