Piccolo Pre-School Nursery

Piccolo Pre-School Nursery

Unique reference number (URN): EY371480 Address: Chute Recreation Ground, Vyne Road, Sherbourne St. John, Basingstoke, Hampshire, RG24 9HX Type: Childcare on non-domestic premises Registered with Ofsted: 09/04/2008 Registers: EYR Registered person: Piccolo Pre-School Nursery 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 promote acceptable attendance. For example, they provide parents with opportunities to stagger their drop off times to accommodate their needs. When all the children are present, they gather together to do a welcome song to start the day, helping children have positive attitudes to their learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff have high expectations for behaviour and are positive role models. Children play well together and staff provide lots of praise, when children complete activities. This helps to promote children's sense of belonging and self-esteem. Children play alongside each other and create constructions with the wooden building blocks. They persevere, fitting them into small spaces and picking them up when they fall, showing determination as they start to build again.

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Behaviour, attitudes and establishing routines Expected standard

Children understand the rules and boundaries and know the routines. For example, they realise when the bell rings it is time to tidy up and they all join in, putting away the toys and equipment.

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Children's welfare and wellbeing Expected standard

Overall, staff know their key children well and form good relationships with them. They welcome children when they arrive. Staff support children if they are upset, and they settle quickly and join in with the activities. This helps to support their emotional wellbeing. Staff help children to gain an understanding of the importance of physical development and personal safety. Since the last inspection, the outdoor area has been improved to provide more opportunities for children to work together and improve their motor skills. Staff remind children of basic safety rules as they play with the resources, helping them to identify how to keep themselves and their friends safe.

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Needs attention

Staff help children to understand the importance of healthy lifestyles. They provide fresh fruit at snack time and talk to the children about the importance of good hygiene, reminding them to wash their hands after using the toilet and before meals. Staff support children to pour their own drinks and help themselves to fruit at snack time. They encourage children to put on their coats and boots to go outside. This helps to build their confidence and independence skills.

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Achievement Needs attention

Children, including those with special educational needs and/or disabilities and those who speak English as an additional language, make some progress from their starting points. However, this is not consistent. For the most part, children achieve some knowledge and skills across the areas of learning. For example, they enjoy looking at books and storytelling, which helps children achieve in their communication skills. Children join in at song times and show an understanding of early mathematics, for example, as they count during the number rhymes and songs. However, children are not consistently gaining the broad range of skills they need to support them to achieve the next stage in their learning, such as when they go to school, through adaptations to the curriculum.

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Curriculum and teaching Needs attention

Leaders do not have an effective oversight of the curriculum. Leaders and staff use themes as a basis for their curriculum. However, they do not always incorporate children's individual needs and development into this. There is not enough differentiation in the teaching of the activities to meet the needs of all children, including those with special educational needs and/or disabilities. Leaders and staff are currently working on their curriculum delivery and the implementation of this is in its infancy. They have sought advice from the local authority and have been working hard to make changes to the provision.

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Curriculum and teaching Needs attention

Staff know their children well and work effectively with other agencies to gain information to support children's learning and development. This helps staff to understand the children and be able to meet their personal and social needs. Staff have reduced the play space in the hall, which has given them the opportunity to have an area for large-group work and physical activity when the weather is poor. Staff prioritise children's physical development and support children well in this area, providing many opportunities for them to develop their fine and gross motor skills, inside and outside. Leaders and staff create smaller areas for learning, such as the role-play area. Children enjoy serving 'pizzas' and share them with their friends. Staff join in this make-believe play, encouraging children to participate in discussions. This helps to develop children's communication and language skills.

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Curriculum and teaching Needs attention

Staff gain information about what children know and can do when they start at the pre- school. However, since leaders introduced changes to the planning, staff have insufficient time to keep this information current. Staff do not always plan and implement effective next steps for their key children. Consequently, although children enjoy the activities, these are not targeted sufficiently to meet their individual needs. This does not ensure children make the best possible progress in their learning.

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Inclusion Needs attention

Leaders do not have a good enough understanding of their role to support children who may have barriers to their learning. Leaders are familiar with the processes to follow if they identify children who need additional support. They know to work in partnership with other agencies to help children with special educational needs and/or disabilities (SEND). Staff use appropriate approaches to support children, such as signing during song times, to help children who are developing their communication skills. As a result, all children including those with SEND or English as an additional language (EAL) learn to sign familiar words.

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Inclusion Needs attention

Staff do not always include children with SEND or EAL in the overall planning for the setting. As a result, there are no specific daily programmes in place to target support. Children join in the activities, such as story and song times, with support from staff. However, at other times there is no provision for purposeful play and they become disengaged in their learning.

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Leadership and governance Needs attention

The provider does not have effective oversight of the setting. They do not consistently implement some procedures, for example, to monitor the effectiveness of the curriculum or review the quality of teaching and ongoing suitability. Leaders do not consider staff's workload, which has led to ineffective use of observations to assess and plan for children's next steps, so they are all included and engaged in appropriate learning. Consequently, while children have made some development since joining the setting, they are not making consistent progress from their starting points, including those children with special educational needs and/or disabilities.

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Leadership and governance Needs attention

Staff report that their personal wellbeing is good. However, they do not receive regular supervision to discuss their workloads. There is also limited access to more specific training. This does not ensure staff's knowledge and skills reflect current trends and research to enable them to provide the best opportunities for children.

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Leadership and governance Needs attention

Staff work well with parents and provide advice and activities to help support their children's learning at home. Parents report they are happy with the provision their children receive.

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

Leaders do not consistently support staff in their professional development to carry out their roles successfully. They do not help staff use assessment adequately to adapt the curriculum to meet individual children's needs, including those children with special educational needs and/or disabilities (SEND) and those who speak English as an additional language (EAL), to prepare them for their next steps in learning.

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

Children arrive happily and separate from their parents with ease. They find their names on the table and add to the registration board. Staff help children place their bags next to the photos in the changing rooms. This helps children to feel safe and secure.

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

Staff set up a range of activities for children to access, based on termly themes. Children are independent and move around the setting freely, accessing the available resources. However, some activities are very adult directed. For example, the children talk about autumn following a walk and staff produce photocopied sheets of hedgehogs for the children to decorate. This does not allow opportunities for the children to be creative or promote a sense of achievement.

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

Children demonstrate good communication skills as they talk about the trees they have in their gardens. Staff join in with the conversations, showing interest in the children's home lives. This helps children to develop a sense of belonging and encourages their confidence as they speak in the small group.

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

All children, including those with SEND and EAL make some progress from their starting points. However, the lack of focused planning and the use of assessments does not ensure that all children make the best progress.

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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:

Chute Recreation Ground, Vyne Road Sherbourne St. John Basingstoke Hampshire RG24 9HX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Piccolo Pre-School Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Friday : 08:30 - 14:30,Thursday : 08:30 - 14:00

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About this inspection

The inspector spoke with the nominated individual, leaders, practitioners 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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About this inspection

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

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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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