Holme Village Pre-School

Holme Village Pre-School

Unique reference number (URN): 221868 Address: Village Hall, Short Drove, Holme, Peterborough, Cambridgeshire, PE7 3PA Type: Childcare on non-domestic premises Registered with Ofsted: 09/07/1996 Registers: EYR, CCR, VCR Registered person: Holme Village Playgroup Committee

p.1

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.

p.1

How we evaluate safeguarding

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

p.2

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.

p.2

Inclusion Strong standard

Through robust assessments, staff swiftly identify emerging gaps in children's progress. They contact external professionals, such as speech and language therapists, who provide strategies and advice about the most appropriate support at any given time. Leaders drive teaching and support for groups of children who face barriers to their learning. They ensure that all staff access training to help them adapt teaching methods effectively for different children. Consequently, staff support children very well, aiding teaching at a suitable pace for each child. Regular review and precise identification of what children need to learn next contribute to the sustained progress children make.

p.2

Inclusion Strong standard

Leaders attend meetings with professionals and parents and carers to help ensure that any changes in children's circumstances are reflected in the emotional support children receive. For example, staff encourage children to talk about important people at home and how they feel when some people move away or join their family. This helps children feel safe and ready to learn.

p.2

Inclusion Strong standard

Leaders carefully allocate additional funding, including for extra staff, to help ensure that children can learn effectively. Staff work very well together, sharing their experience to help plan the sequenced curriculum that promotes inclusion for all children, including those children with special educational needs and/or disabilities.

p.2

Achievement Expected standard

All children are growing in confidence and are developing a desire to learn. They play and explore alongside their peers, learning from each other and trying out new skills for themselves. Children with special educational needs and/or disabilities and those who face other barriers to their learning join in group activities and daily routines effectively. They feel valued and included because they are well supported by staff.

p.2

Achievement Expected standard

Children are developing their vocabulary and conversational skills. They are learning about rhythm and the pattern of sounds through songs and stories. They are developing the confidence to speak in small groups and understand how to express themselves. Children are learning how to listen to each other and to adults. From a young age, children learn skills to aid their independence, such as dressing and toileting. Children are gaining early literacy and numeracy skills as they find their names written on cards and are encouraged to count how many children are in a line ready to move to a different room. This contributes to children's readiness for the next stage in their learning at school.

p.2

Achievement Expected standard

Children are not consistently supported to develop their thinking skills so that they are able to independently solve problems.

p.3

Behaviour, attitudes and establishing routines Expected standard

Staff know children well. Key persons ensure that they quickly build trusting relationships. This helps children to feel safe and secure in their care. Through their knowledge of each child, key persons drive adaptations to routines and the curriculum. They help children to understand the consistent expectations and consequences of their behaviours. Leaders deploy staff effectively so that children who need additional support to manage their actions or emotions receive this. They make sure that children understand the information they give them about daily routines. For example, staff show children pictures or objects. They give reminders before times of transition, such as before group activities or mealtimes. Familiar routines contribute towards children's security.

p.3

Behaviour, attitudes and establishing routines Expected standard

Staff are good role models, helping children to identify what is expected of them. They give reassurance through gentle reminders. For example, staff assure children they will have a turn during games and activities. This supports children to regulate any anxieties and their actions. As a result, there is a harmonious atmosphere in the pre-school.

p.3

Behaviour, attitudes and establishing routines Expected standard

Leaders work closely with parents to help ensure that children consistently attend and arrive on time. They swiftly identify any patterns of non-attendance, finding ways to support parents. As a result, children foster a positive attitude about their own attendance and confidently enter the pre-school with their friends.

p.3

Children's welfare and wellbeing Expected standard

Children embrace opportunities to take part in physical activity. They enthusiastically join in activities that staff deliver in fun and memorable ways. Staff talk to children about the importance of hydration, a balanced diet and rest to help them adopt positive lifestyle choices. While children eat, staff sit with them and ensure that food is cut appropriately to help prevent accidents. Children are not rushed. Staff guide them when they need additional support to recognise when they need more or less food at a given time. This helps children to begin to regulate their own eating habits.

p.3

Children's welfare and wellbeing Expected standard

Staff quickly build positive relationships with children and through early discussions with parents. They quickly identify times when children feel unsettled, tired or sad. Staff offer comfort and reassurance and provide a quiet space for children to relax and rest. As a result, children feel valued and safe. Staff work with parents and carers at times of transition, such as toilet training. Good hygiene practices, such as washing hands, are routinely promoted throughout the pre- school. As a result, children follow the positive examples they see others independently do. Staff remind them of the reasons for such practices. This helps to strengthen children's learning.

p.3

Curriculum and teaching Expected standard

Staff value assessment, using their observations to help plan suitable activities for children. Key persons are instrumental in communicating with parents, highlighting children's progress. As a result, children continue to learn in the pre-school and at home.

p.4

Curriculum and teaching Expected standard

Leaders ensure that communication and language is embedded in the curriculum. Staff introduce new words for children to hear and to use themselves. Staff have high expectations of what children can do and understand. They give children time to return to activities to practise and consolidate what they have learned. Staff encourage children to squeeze, shape and cut dough, helping them to strengthen their muscles in their hands and arms. They facilitate games and activities that allow children to take turns, follow instructions and consider others. This contributes to children's readiness for school.

p.4

Curriculum and teaching Expected standard

Staff use their skills to adapt the curriculum to help support children who face barriers to their learning. They plan activities that inspire children to explore in different ways while following their interests and stage of development. For example, while some children sort pom-poms into colours and sizes, others practise scooping the pom-poms, feeling the textures on their skin. Staff describe what children are doing, incorporating new words to help strengthen children's recognition of mathematical concepts.

p.4

Leadership and governance Expected standard

Leaders work closely with staff to help identify areas for development within the pre-school. They make plans that have a positive impact on children's progress and welfare, implementing these together. For example, leaders are currently reviewing the outside environment to help enhance children's learning experiences.

p.4

Leadership and governance Expected standard

Leaders value staff and provide strong support for their wellbeing, including during times of absence and change. They value staff, who foster this supportive ethos, and this is reflected in staff's own attitudes and dedication.

p.4

Leadership and governance Expected standard

Leaders recognise strengths, such as the focus to provide an inclusive environment that enables all children to access the curriculum and feel safe and valued in the pre-school. Leaders are motivated to make continual improvements and adapt practice to reflect the cohort and individual needs of children and families. They seek advice and guidance from other professionals and cascade information throughout the staff team.

p.4

Leadership and governance Expected standard

Committee members recognise the importance of their responsibilities to hold staff to account for the quality of provision. Leaders acknowledge there is scope for committee members to further enhance their knowledge of how children learn and aspects of the statutory requirements. This includes establishing a more structured induction process for new members.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

Children enjoy their time at pre-school. They are motivated to learn and remain engaged in their self-chosen play and explorations. Upon arrival, caring staff greet children, providing reassurance and support that helps children to settle quickly. As a result, children are ready to join in and learn. Children follow their interests, selecting resources and activities that trigger their curiosity. They enthusiastically join group activities, such as a sports session. Children laugh while they run to different coloured cones and concentrate when staff ask them to walk backwards. When children are unsure how to master this skill, staff give gentle encouragement and reassurance. They hold children's hands while they guide them to the cones. As a result, all children succeed in the task and feel proud of their achievements.

p.5

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

Staff support children with special educational needs and/or disabilities and those who experience other barriers to their learning effectively. They accurately assess children's progress, helping them swiftly identify any gaps in learning. Staff quickly seek additional support from appropriate professionals and find ways to help adapt what and how they teach children. As a result, all children make progress. Staff form positive relationships with parents and carers. They give advice to help them to continue to support children's learning at home.

p.6

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

Children feel valued. They help to make daily choices, such as voting for the morning story and some of the food included in their snack. Staff encourage parents to celebrate their children's progress at home through a secure app. This helps to strengthen the relationships that leaders and staff promote. Parents' continued engagement and children's good attendance, which leaders monitor effectively, reflect the trusting support and partnership provided.

p.6

Next steps

Leaders should support staff to consistently extend children's individual learning, including finding highly effective ways to encourage children to develop their independent thinking skills.

p.6

About this inspection

The inspector spoke to leaders, practitioners, the special educational needs coordinator and a small number of parents during the inspection.

p.6

About this inspection

We carried out this inspection under the sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the 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 foundation stage.

p.6

About this inspection

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

p.6

Address:

Village Hall Short Drove, Holme Peterborough Cambridgeshire PE7 3PA

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Holme Village Playgroup Committee

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.8

Strong standard

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

p.8

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.

p.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8