Paddocks Pre-School

Paddocks Pre-School

Unique reference number (URN): 133711 Address: Paddock Road, Wallingford, Oxfordshire, OX10 9LT Type: Childcare on non-domestic premises Registered with Ofsted: 07/06/1993 Registers: EYR, CCR, VCR Registered person: Paddocks Pre-School Playgroup 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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Behaviour, attitudes and establishing routines Strong standard

Staff skilfully provide activities and offer targeted support to ensure that all children participate fully. Staff adapt activities and sensitively offer reassurance based on all children's needs, enabling them to settle quickly and build their confidence and self-esteem. Parents are made aware of the importance of regular attendance and punctuality. Furthermore, leaders identify and tackle any barriers families may be facing to enable children to regularly attend. Any absences are followed up, and individualised support is offered to parents to support children's attendance alongside other family commitments. Staff are excellent role models, teaching children how to express their emotions and the importance of mutual respect. Children behave extremely well and play harmoniously with their friends, sharing resources and taking turns. Staff set clear expectations for behaviour and manage routines consistently well. Children are aware of the routine and what is

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Behaviour, attitudes and establishing routines Strong standard

expected of them. The tailored routines and collaborative working with families ensure that all children's needs are met and their progress is routinely monitored effectively.

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Children's welfare and wellbeing Strong standard

Leaders and staff have a comprehensive knowledge and understanding of the children attending. All staff are very aware of all children's individual and varying needs and are highly responsive to any changes in their circumstances. Children are consistently well supported to embrace their independence skills. For example, they routinely butter their own toast and pour their own drinks at snack time. In addition, when getting ready for outdoor play, children are encouraged to find their coats and shoes from the cloakroom area. Children build secure independence skills and develop an understanding of personal safety. Staff make thoughtful use of funding to support individual children, such as obtaining sensory resources and apparatus to support children's physical development. Staff recognise the importance of developing and supporting children's personal, social and emotional skills. This area has been a focus to enable children to understand and regulate

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Children's welfare and wellbeing Strong standard

their emotions and behaviour. Children are developing the skills to be more able to recognise and deal with their own feelings and the impact their behaviour may have on others. Staff have a genuine interest in the children's lives and wellbeing.

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Inclusion Strong standard

Parents are extremely positive about how the setting has identified their children's needs to help their children receive any specialised additional support. Staff work closely with parents, sharing regular updates on children's learning. They encourage parents to be actively involved in children's development and learning at pre-school. Leaders and key persons work closely with parents and build strong links with the local school. They share detailed information with parents and other settings children may attend, and they support children's transitions as they move on in their education. Leaders make informed decisions of how best to support children to have their individual needs met and to make progress. Great care and planning enables staff to know how to best spend any funding that children are in receipt of. Key persons have highly effective links with outside agencies, who are welcomed into the setting to support children and staff. Staff access a wide range of training

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Inclusion Strong standard

and research specific areas of need to ensure that support for children is relevant and effective. In addition, leaders support staff to rigorously monitor the progress of children with special educational needs and/or disabilities to ensure that the targeted support is used to best support children's learning and development.

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Achievement Expected standard

Typically, children make good progress from their starting points. Gaps in all children's learning are closing consistently, particularly for children with special educational needs and/or disabilities. Children achieve well to develop their physical skills, such as climbing, running and using wheeled toys, in the newly developed outdoor environment. Children show a natural curiosity and desire to explore. They enjoy selecting and looking at books independently, developing their literacy skills. In general, children achieve and succeed in their learning in communication and language. They confidently and excitedly offer suggestions to open-ended questions at story time and show great delight in their achievements. Children practise using mark-making tools, such as paints and coloured pens, to build their dexterity and control. Children's transition to school is smooth and seamless.

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Curriculum and teaching Expected standard

The well-planned and sequenced curriculum meets all the learning and development requirements of the early years foundation stage. Staff and leaders strive to ensure that the curriculum celebrates the rich cultural diversity of the community and helps to develop children's respect for themselves and others. Staff and leaders support children's physical development well. They use funding to provide extra activities and opportunities to enhance children's physical development, which not only benefits specific children with their experiences, but all children. Younger children engage in story time and offer ideas as they recall what might happen next. This builds on what children know and can already do. Older children work collaboratively in small groups to expand and consolidate their understanding and knowledge of letters and the sounds they represent. However, the curriculum for mathematics is not as strong as in other areas of learning. This means that, although

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Curriculum and teaching Expected standard

children acquire some mathematics skills incidentally, staff do not always provide children with opportunities to develop their early counting and number skills through their play. On the whole, staff deployment is usually effective. However, at times, staff deployment and interaction mean that children do not always receive the individual support they need to engage fully with some activities.

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Leadership and governance Expected standard

The provider works closely with leaders and staff to create an ambitious vision and bring about a positive impact for children attending and staff. Detailed action plans identify areas for improvement, which are put in place at the earliest opportunity. Leaders and parents work closely to seek funding and bring about positive changes. Leaders support staff well and place high importance on their wellbeing and enjoyment in their roles. For example, they conduct regular supervision sessions and wellbeing check-ins, as well as providing opportunities for staff to access additional training linked to their interests. Staff engage in training opportunities to further their knowledge and understanding of how children learn and safeguarding children. Recent training has developed staff understanding of how to support children to regulate their emotions and encourage them to communicate their needs. Leaders have identified training to further support staff to develop their engagement skills

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Leadership and governance Expected standard

with children. However, for some staff, this is still work in progress. The pre-school works in close partnership with parents to support the learning of disadvantaged children and children who may have special educational needs and/or disabilities. In addition, leaders and key persons work in partnership with parents and other agencies to develop a shared approach to children reaching their full potential.

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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

Children are settled at this warm, nurturing, 'home-from-home' pre-school. Staff plan individualised settling-in procedures for new starters. As such, children seek out reassurance from familiar adults and cuddle up to their key person as they enjoy sharing stories and rhymes together. Staff are knowledgeable and give children practical and emotional support. This helps children to build trusting bonds with the staff and to feel safe and secure. Staff teach children to care for each other, share and take turns during play. Children behave very well.

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

Staff swiftly identify any children at risk of falling behind. Staff work closely with parents to ensure that timely referrals are made, and children receive the support they need. Partnerships with other professionals, including speech and language therapists, are effective in helping children to achieve their goals. All children's progress is closely monitored, and children with special educational needs and/or disabilities are supported very well.

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

Relevant and achievable next steps in learning are planned for all children through a well- sequenced curriculum. Children's communication and language are well supported. Staff engage in conversation with children as they play, helping them to build their vocabulary. Staff introduce new language as they enhance the vocabulary of children. For example, while mixing different-coloured paint, staff show children labelled colours on a chart to consolidate the learning.

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

Staff create an environment for children that captures their imagination and curiosity. Children independently move around the room, selecting the experiences they would like to engage in. They show sustained concentration and focus on these activities. For example, they independently use dressing-up resources and excitedly make up imaginative games.

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Inspector:

Chris Lamey They dance, sing and show they are having a wonderful time with their peers and the interactive staff.

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Next steps

Leaders should enhance staff's understanding of the mathematics curriculum and how to introduce the language of mathematics into their interactions with children as they play and learn. Leaders should continue to support staff's confidence to recognise when they can extend activities to further enhance children's engagement. Leaders should strengthen staff deployment to ensure staff engage fully with all children to increase children's enjoyment and extend their learning.

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About this inspection

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

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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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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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Address:

Paddock Road Wallingford Oxfordshire OX10 9LT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Paddocks Pre-School Playgroup Committee

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Address:

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

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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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