Haddenham Pre School

Haddenham Pre School

Unique reference number (URN): 221726 Address: Chewells Lane, Haddenham, Ely, Cambs, CB6 3SS Type: Childcare on non-domestic premises Registered with Ofsted: 02/10/1992 Registers: EYR, CCR, VCR Registered person: Haddenham 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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Behaviour, attitudes and establishing routines Expected standard

Staff provide clear rules and boundaries for children to follow. They remind children of these at appropriate times, such as group time. Staff continue to remind children gently throughout their play and this helps to provide a consistent approach.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate engagement and focus during their learning. Staff reinforce this by reminding and supporting children to stay engaged and listening. For example, during group time, they sometimes give children with special educational needs and/or disabilities fidget toys to support their abilities when sitting. Additionally, staff remind children to listen to staff leading the group learning. This supports children to remain focused.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive listening skills and follow instructions well. This helps them to understand and follow routines throughout the day, being part of the wider group. Children are kind to each other and demonstrate good social interactions. Additionally, they have good relationships with staff and look to them for comfort and reassurance when needed. Children play collaboratively in small groups and share resources well with staff's support. Group times help children to learn turn-taking skills and how to wait patiently. There is a positive approach to attendance and staff encourage families to ensure that children attend their booked sessions.

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Inclusion Expected standard

Staff work closely with other professionals to support children's continued development. They invite professionals into the setting, where they gain advice and guidance on how to best support children's progress and learning. For example, physiotherapists support staff and help them to provide learning opportunities that support children's physical development. This close working partnership and effective training for staff on the graduated approach enables staff to set clear next steps of learning for children with special educational needs and/or disabilities (SEND). Therefore, the support that is provided for children with SEND helps them to make progress.

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Inclusion Expected standard

Staff have a clear understanding of the local authorities' procedures and access help and support for children with SEND. The management team spends additional funding appropriately. This has a positive impact on children's learning and progress. For example,

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Needs attention

staff have purchased additional resources to support children's physical development. Some funding is used towards additional sessions for children. This helps children to develop their social skills more effectively, due to spending more time in the setting with peers.

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Needs attention

The management team has identified areas of the curriculum that need adapting to meet the needs of all children. Therefore, it has implemented some changes and are in the process of sharing this with parents and carers and external professionals more effectively.

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Achievement Needs attention

Children's learning is variable due to weaknesses in the planning and assessment. For example, where next steps are not planned for children's learning, children make little progress in the relevant area. Additionally, on some occasions where next steps are planned, they do not reflect what children already and know and can do and this impacts on future learning and how children extend their skills and knowledge even further in other areas of learning.

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Achievement Needs attention

That said, overall, children make progress with their speech and language development. For example, during snack time, they talk about what they have been doing at home. Children show interest in conversations, which helps them to express and share new information.

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Children's welfare and wellbeing Needs attention

Staff do not promote healthy and balanced meals at lunchtime. Although parents and carers provide these meals, the management team has not yet shared information with parents regarding nutritional guidance and they do not implement the setting's policies regarding healthy and balanced meals. Information-sharing with parents is not consistent and the management team has not prioritised this information regarding children's health.

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Children's welfare and wellbeing Needs attention

The management team plans for staff to teach children about healthy practices during mealtimes. However, this is not always implemented, and children do not learn about healthy foods and choices. Additionally, other healthy practices, such as oral hygiene and understanding the need for exercise and rest, are not incorporated into the curriculum as effectively.

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Children's welfare and wellbeing Needs attention

Staff provide a safe and welcoming environment for children, where they develop strong relationships, helping children to feel safe and secure. Children access the outdoors each day. Staff ensure they provide children with learning opportunities that promote and strengthen their gross motor movement. This has a positive impact on children's physical development as they learn to run, ride bicycles and negotiate the space around them. Additionally, children learn about emotions and staff recognise and hep children to express their emotions throughout interactions.

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Curriculum and teaching Needs attention

Mathematics is not embedded in staff's practice and teaching and, therefore, children do not receive a high standard of teaching in this area. For example, staff introduce and use mathematical vocabulary, but do not always teach children the concept behind this. This impacts on how much children understand of this terminology. Additionally, staff are not clear on what children already know and can do regarding counting. Therefore, they cannot plan accurate and meaningful learning opportunities that extend on this further. That being said, staff read to children throughout each day and use singing activities and general conversations to extend children's speaking skills and introduce new vocabulary. Additionally, staff prioritise children's personal, social and emotional development, especially for children with special educational needs and/or disabilities.

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Curriculum and teaching Needs attention

Staff do not consistently plan clear next steps for children's learning, nor do they plan a clear purpose for children's learning. This means, staff do not always use assessments effectively to monitor and extend children's learning. For example, staff do not know what children are supposed to be learning during a group-time activity. Therefore, they cannot support this learning further.

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Curriculum and teaching Needs attention

Staff have an understanding of how to support children's physical development. They plan learning opportunities that support children's fine and gross motor skills. For example, children explore a range of large equipment, such as climbing, using balls and riding bicycles. Additionally, staff provide children with opportunities to explore play dough and other activities that develop children's fine motor strength. That said, this is not always focused or planned learning that follows children's next steps in learning.

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Leadership and governance Needs attention

The management team has undergone a vast amount of change since their last inspection, and this has had an impact on the daily running of the setting. They demonstrate an understanding of their role and understanding of legal requirements. However, they do not support leaders within the setting well enough, regarding their wellbeing and workload. Therefore, leaders do not always have the time to implement change and improvement across the setting. This impacts on the quality of care and education provided for children attending.

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Leadership and governance Needs attention

The management team carries out supervision for some staff members, although this does not include all persons working at the setting, particularly students. This impacts on their professional development and the quality of interactions across the setting. Additionally, supervision of staff does not highlight staff's strengths and areas of improvement well enough. Training is not always tailored to meet staff's needs and, therefore, this impacts on the quality of teaching provided.

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Leadership and governance Needs attention

The management team recognised the need to support parents and carers more effectively, regarding children's learning at home. They have started to extend communication and are implementing a lending library to enhance home learning and reading opportunities for all children. This decision is made in the best interests of children. The improvement in communication has already had an impact on shared learning experiences as parents are more aware of what their children are learning.

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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

Staff plan activities for children, but do not fully understand what skills and knowledge they are supposed to teach children. For example, children explore ice and water, but staff are unsure what children should be learning. This impacts on the quality of teaching and learning across the setting. Additionally, staff track children's learning and share summaries of children's progress with parents and carers. However, they do not set clear next steps for all children, nor do they have a clear understanding of what children should be learning next. This impacts on the progress children make. Supervision of staff and the roles of the management team impact on this further.

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

That said, children are happy attending the setting. They arrive confidently and wave goodbye to their parents. Children form good relationships with staff and demonstrate their sense of safety and security within the setting. For example, they turn to staff for reassurance and confidently approach them to ask questions.

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

Children enjoy joining in with group activities and have a positive attitude to their learning. They are excited to find out what is in the garden that day and quickly find their shoes and coats ready to go outside. Staff support children's engagement and listening skills during their learning. For example, they help children to sit and participate in group games by supporting interactions and using fidget toys to focus their attention.

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Next steps

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

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Address:

Chewells Lane Haddenham Ely Cambs CB6 3SS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Haddenham Pre-school Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:30

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About this inspection

The inspector spoke with leaders, the special educational needs coordinator, designated safeguarding leads, key persons, committee members, parents and children 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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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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