Foundry Lane Preschool

Foundry Lane Preschool

Unique reference number (URN): 2744945 Address: Foundry Lane, Foundry Lane, Southampton, SO15 3JT Type: Childcare on non-domestic premises Registered with Ofsted: 06/09/2023 Registers: EYR Registered person: Foundry Lane Preschool Limited

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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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Behaviour, attitudes and establishing routines Expected standard

Staff are consistent and communicate boundaries clearly. Consequently, children are well behaved and help their friends. For instance, they share equipment and pass them a tissue when needed. Staff model positive behaviour and praise children regularly, which encourages them to make appropriate choices. This helps to create a respectful environment, where children feel valued. Staff know the children well and adapt routines so everyone can take part. They make reasonable adjustments, such as providing quiet spaces for children who wish to read a book and relax. Children understand routines well and know what comes next in their day. Children enjoy borrowing books from pre-school to read at home. This helps to develop a love of books.

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Behaviour, attitudes and establishing routines Expected standard

Parents and carers speak highly of the communication and support they receive. They report that their children are happy at the pre-school and often ask if they can attend on the weekend. Leaders have created a positive environment where children behave well and enjoy learning. Leaders track children's attendance closely. They follow up on unexplained absences promptly to maintain children's safety. Staff work cooperatively with parents to encourage regular attendance.

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Children's welfare and wellbeing Expected standard

Staff meet children's individual needs well. They use their knowledge of children to provide the right level of care and support. Children with special educational needs and/or disabilities, children with barriers to their learning or those who have had help from social care receive appropriate support so they feel included and valued. Staff quickly notice if children become upset and respond in a supportive manner. Children have trusting relationships with staff who regularly demonstrate affection, such as by holding children's hands. Staff have meaningful conversations with children, such as asking them to name their friends. As a result, children form secure attachments and enjoy coming into pre-school each day.

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Children's welfare and wellbeing Expected standard

Staff help children understand simple lessons about staying safe, being healthy and making positive choices. For example, they learn about washing their hands after using the toilet, eating healthy foods and moving safely around the environment. Children are well supported to recognise and manage their feelings. Staff use calm voices and offer clear explanations to

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Needs attention

help children understand emotions, such as when children feel sad. This helps them to feel supported and secure. Daily routines are well organised and flexible to support all the children's individual needs.

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Inclusion Expected standard

Leaders have embedded an inclusive culture throughout the setting. Staff identify children's individual needs through observation and assessment. They work constructively with families and external professionals to fully support children and enhance their learning experiences. This helps staff to provide targeted interventions, such as focused language activities, and allows all children to participate fully in the curriculum. Leaders monitor children's progress. They review support regularly and make changes to ensure that it is having the intended impact. This means that interventions remain ambitious and effective.

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Inclusion Expected standard

Staff benefit from well-planned training. This strengthens their understanding of how to support children and increases their confidence in meeting children's individual needs. Leaders use additional funding to provide targeted support that helps to improve outcomes for children with barriers to their learning. As a result, all children make progress from their starting points. Leaders maintain a clear focus on children known, or previously known, to children's social care. They ensure that children receive support that promotes their wellbeing, safety and learning.

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Achievement Needs attention

Children with special educational needs and/or disabilities (SEND) make progress with teaching adapted to their needs. Staff support these children well and are aware of their targets. However, the most able children are not challenged enough, and learning is more incidental. Therefore, they do not always make the progress they are capable of.

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Achievement Needs attention

Children make some progress through the curriculum, especially in communication and language. Most children develop the confidence to speak clearly, listen carefully and share their ideas. Children with barriers to their learning, children with SEND and children known to social care are supported to make progress from their different starting points. Staff know these children well and give them the right support so they can take part fully in learning.

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Achievement Needs attention

Children learn important skills that prepare them well for the next stage of their education. They learn to work with others, communicate effectively, follow routines and become increasingly independent. Children gain the skills that help to prepare them for the next stage in their education.

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Curriculum and teaching Needs attention

The pre-school curriculum lacks ambition for what children can achieve. This means that on occasion, children do not receive the best possible learning opportunities to make continual progress over time. When children first start, staff gain information from parents to help them understand what children are ready to learn. However, assessment and monitoring thereafter are not sufficiently well implemented to bring about improvements. Leaders know children with barriers to their learning and those with special educational needs and/or disabilities well. Staff put reasonable adjustments in place so that all children can fully access the curriculum. However, the most able children are not provided with sufficiently challenging experiences to help them to build on what they already know and can do.

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Curriculum and teaching Needs attention

Staff support children's communication and language development well. They introduce new vocabulary and model the correct pronunciation of words. Staff also encourage children to describe how things feel. Opportunities are planned to support early mathematical skills. Staff provide opportunities for physical development through movement and play. Staff help children to develop their personal, social and emotional development by modelling appropriate behaviour and praising them warmly.

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Leadership and governance Needs attention

Leaders have managed several recent changes in the pre-school well, including new members joining the leadership team. These changes are in their infancy, but leaders have worked hard to keep routines calm and organised for children. Leaders understand what the setting does well and take action when they notice an area that needs improving. However, leaders do not monitor staff practice or the curriculum closely enough. This means that they do not always put well-focused plans in place to help all children achieve as well as possible.

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Leadership and governance Needs attention

Leaders make decisions that put children first. They think carefully about the needs of children with special educational needs and/or disabilities and those who have had support from children's social care or who face other barriers to their learning. Staff understand how to reduce barriers to learning so that every child can take part. Leaders seek support from other professionals and agencies. Leaders value staff and are supportive of their wellbeing, listening to concerns. Training opportunities improve staff's knowledge and confidence. Leaders' procedures for checking how well the curriculum works in practice are not sufficiently strong to help secure the best outcomes for all children.

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

Children enjoy their time in this friendly and welcoming pre-school. They greet staff with a smile and show secure attachments to their key person, who helps them to feel safe and secure. Children are sociable and involve their friends in their play. For example, children work together to arrange tyres and planks to balance and walk across. Staff encourage children and praise them when they reach the other side. This helps to develop their confidence and self-esteem.

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

Staff have high expectations for children's behaviour. They are positive role models and talk respectfully to children, valuing their uniqueness. Staff help children to understand their emotions, such as asking them how they are feeling today. Children respond well and feel included, respected and valued. They concentrate for short periods as they sit in a circle and carefully blow a feather to the friend next to them. Children learn alongside their peers and benefit from warm, trusting relationships with adults who know them well. Staff work well with parents to promote children's regular attendance.

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

Children of all ages engage well in their play, and they generally make appropriate progress. The curriculum focuses on topics that staff think children should learn about, such as road safety. However, it is not ambitious enough for all children. Activities do not always build on what children already know and can do, and the most able children do not always receive ample challenge. However, children with special educational needs and/or disabilities receive the timely support they need to make steady progress in their learning.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Address:

Foundry Lane Foundry Lane Southampton SO15 3JT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Foundry Lane Preschool Limited

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Address:

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

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About this inspection

The inspector spoke with leaders, staff and a 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 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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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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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