Parley Community Pre School

Parley Community Pre School

Unique reference number (URN): 2753960 Address: West Parley Community Hub, 275 Christchurch Road, West Parley, Ferndown, BH22 8SQ Type: Childcare on non-domestic premises Registered with Ofsted: 04/09/2023 Registers: EYR, CCR, VCR Registered person: Parley Community Pre School CIO

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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 achieve extremely well at the setting. They confidently demonstrate the skills and knowledge they have been learning. For example, children recall past learning about seeds they found in the woodlands, and how these can be planted to grow more trees.

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Achievement Strong standard

Children's progress is particularly strong in communication and language. They engage in rich interactions and learn to express themselves, listen attentively and build a growing vocabulary. Children apply their learning with increasing independence. They are incredibly well prepared for their next stage of learning and show progress across all areas of their development.

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Achievement Strong standard

Children are extremely proud of their achievements. For example, they beam with delight when they receive an award during group sessions to share and celebrate their successes together.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work with families to promote positive attendance. They make adaptations, ensuring that all families feel supported. Practitioners consistently maintain high standards in promoting positive behaviour. They take full account of each child's age, stage of development and individual needs when helping them to meet behavioural expectations. Practitioners use highly engaging strategies to capture children's attention and make a point of celebrating their successes.

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Behaviour, attitudes and establishing routines Strong standard

Practitioners consistently model respect and create an environment where children feel valued and safe. They encourage kindness and children's support for each other. Practitioners support children in forming friendships and teach them how to cooperate and interact positively. As a result, children increasingly learn positive social skills, how to share and how to work together. Strong attachments between practitioners and children underpin this, enabling children to respond confidently to routines and guidance. Friendships flourish, and children learn to communicate their needs effectively.

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Children's welfare and wellbeing Strong standard

Warm, trusting relationships between practitioners and children are firmly established. Practitioners work seamlessly with parents to provide consistency in care and aid children's progress. Practitioners implement attentive care routines that reflect each child's individual needs. They demonstrate they are highly responsive to children's cues, providing comfort and reassurance when needed while sensitively encouraging children's independence. Practitioners use flash cards to support children to recognise, express and manage their emotions, supporting them to develop a secure sense of emotional wellbeing and confidence. Practitioners actively promote healthy choices. When visiting woodlands, they help children learn about the benefits of physical activity and how to keep themselves safe. Children learn to follow routines independently, such as washing their hands before eating their snack in the woods.

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Children's welfare and wellbeing Strong standard

Leaders also help families to understand the safe use of digital technology, introducing simple principles about staying safe online.

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Curriculum and teaching Strong standard

Practitioners deliver a broad and ambitious curriculum that equips children with the knowledge and skills they need for their next stages of learning. Leaders carefully consider what children already know and have experienced, enabling them to tailor the curriculum to individual needs. Children learn a wide range of meaningful skills, such as catching a bus to the library and purchasing ingredients from a local shop.

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Curriculum and teaching Strong standard

Children make remarkable progress in their physical development. They build strength and coordination as they confidently balance on ropes, and develop resilience and stamina during regular walks to the woodlands.

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Curriculum and teaching Strong standard

Practitioners use their secure knowledge and understanding of child development to deliver purposeful interactions that reflect children's interests and developmental needs. Children explore mathematical ideas through rich play experiences. Practitioners model a genuine enjoyment of mathematical thinking, narrating their reasoning as they build structures with a variety of shaped bricks.

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Curriculum and teaching Strong standard

Language development is woven through all aspects of the curriculum. Practitioners deliver interactive story sessions, where children relish joining in with retelling the story using props such as tubes for imaginary telescopes. Practitioners skilfully extend children's vocabulary and support their communication.

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Inclusion Strong standard

Practitioners receive highly effective training on the graduated approach. Every child's individual needs are identified and understood. Practitioners carry out accurate assessments from the earliest point, using observations and parental insights to build a clear picture of each child's strengths and areas for development. When barriers to learning or wellbeing arise, they are quickly recognised and reduced through thoughtful adjustments, sensitive interactions and targeted support. Strong partnerships with parents underpin the setting's inclusive culture. Leaders work closely with families, valuing their contributions and ensuring they take an active role in decision-making. Effective engagement with professionals and external agencies broadens children's access to specialist support and enriches their experiences. Early years pupil premium funding is used strategically to benefit disadvantaged children. Leaders monitor the impact of funding, ensuring that resources,

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Inclusion Strong standard

such as new climbing equipment, enhance learning opportunities.

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Leadership and governance Strong standard

Leadership in the setting is highly effective in driving continuous improvement. Following recent roof works, leaders have redesigned the indoor and outdoor spaces, creating purposeful environments that inspire curiosity and creativity. Their planning and clear vision have had a highly positive impact on the stability and quality of practice throughout the changes.

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Leadership and governance Strong standard

Leaders have an accurate understanding of the provision's strengths and areas for development. They act promptly on identified areas for improvement. The introduction of resource packs for families to support learning at home, together with inviting families into the setting at key stages throughout the building works, has strengthened partnerships with families and kept them informed on the process.

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Leadership and governance Strong standard

Leaders foster a supportive culture where practitioners feel valued, listened to and able to carry out their roles confidently. Practitioners say that they enjoy working at the setting. This is reflected in the strong teamwork and the warmth they show towards both children and each other. There is a clear focus on professional development, with regular reflection to continue raising the quality of practice.

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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 flourish as they enjoy the wide variety of rich, hands-on opportunities to explore and learn about the world around them. They demonstrate excitement and curiosity as they discover mushrooms and acorns with practitioners on a trip into the woods. Practitioners use each interaction as an opportunity to teach. Children challenge themselves to climb vines while practitioners nurture their resilience and encourage them to persist until they succeed at their chosen task.

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

Children lead their learning. Practitioners follow children's interests and nurture their imagination. Children experiment with tools in dough. They investigate how things work as they independently discover how to operate an old projector. Practitioners are fantastic role models, demonstrating creativity and problem-solving through playful interactions and narrating their own thoughts. As a result, children learn to confidently share ideas and test them out.

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

Children quickly develop friendships and a strong sense of belonging within the setting. They build strong attachments with practitioners, who know exactly how to support them. Barriers to learning are identified and removed quickly to ensure all children are in the best position to learn. Children add to their knowledge and skills over time, making excellent progress from their starting points, which prepares them extremely well for the next stage in learning.

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Address:

West Parley Community Hub 275 Christchurch Road, West Parley Ferndown BH22 8SQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Parley Community Pre School CIO

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Address:

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

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders and practitioners 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. 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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