Silverstone Pre-School

Silverstone Pre-School

Unique reference number (URN): 219960 Address: Chapel Rooms, Murswell Lane, Silverstone, Northamptonshire, NN12 8UT Type: Childcare on non-domestic premises Registered with Ofsted: 01/01/1971 Registers: EYR, CCR, VCR Registered person: Silverstone Pre-School Group 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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Achievement Expected standard

Children who have barriers to learning, including those with special educational needs and/or disabilities, make steady progress from their starting points. They show interest in learning and stay motivated during activities.

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Achievement Expected standard

Children's progress in their learning and development is evident across the setting. They grow in confidence when speaking to others, invite friends into their play and interact with staff and peers with increasing thoughtfulness. Children successfully express their ideas as they make dinosaur footprints with paint, developing positive communication and language skills. Children develop questioning and reasoning skills and build independence through daily routines, such as washing their hands, using pencils and scissors and pouring milk at snack time.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have high expectations for children's behaviour. Children behave well and show consideration for others. Staff build warm, trusting relationships and act as positive role models. They model turn taking, sharing and polite language. Children mirror this in their play, for example, by sharing play dough when they notice someone has less.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have procedures in place to monitor attendance. They help parents to understand the importance of how regular attendance and punctuality impacts their children's early education.

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Behaviour, attitudes and establishing routines Expected standard

Staff adapt the environment to keep children interested, such as by adding paint and paper to the dinosaur play to spark curiosity. Leaders recognise the importance of familiar routines. Staff follow clear routines so that children know what to expect, including self registering on arrival. Children's transitions between rooms are well planned, with short visits and clear communication between key persons to help children feel secure.

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Behaviour, attitudes and establishing routines Expected standard

Children understand the rules and boundaries of the setting. They explain how to stay safe, such as avoiding running on wet grass. When disagreements occur, staff guide children to solve problems, for example, by reminding them how to take turns when rolling balls down a pipe.

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Children's welfare and wellbeing Expected standard

Leaders and staff place children's welfare and wellbeing at the centre of their practice. They know the children well and talk confidently about their personalities, interests and any barriers to learning. This knowledge helps them plan an environment that meets children's individual needs. For example, staff provide sensory experiences and calm spaces where children can rest or regulate. This helps children to feel safe, secure and ready to learn. Children form secure relationships with their key person and seek comfort when they need reassurance. Staff support emotional regulation through resources such as a sensory tent, mirrors and communication cards. Praise and encouragement help build confidence as they use dinosaurs to create tracks. Children show their confidence by extending their learning, for example by painting their hands and comparing them to the dinosaur prints.

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Children's welfare and wellbeing Expected standard

Children play well together and demonstrate positive attitudes. They invite others into their play and enjoy shared experiences. Daily outdoor play supports children's physical development. Children also begin to learn how to assess risks and learn how to make safe choices, such as noticing when equipment is wet or slippery.

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Children's welfare and wellbeing Expected standard

Leaders ensure that hygiene routines meet children's individual needs. Children wash their hands before eating and after nappy changes. Toilet training is personalised, with staff working closely with parents to keep routines consistent. Staff also promote healthy eating and oral hygiene through opportunities to deepen children's understanding.

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Curriculum and teaching Expected standard

Leaders plan a broad curriculum that supports all children to develop the knowledge and skills needed for starting school. Staff use the information they gather from parents alongside their own observations and assessments of children's achievements to establish accurate starting points and next steps.

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Curriculum and teaching Expected standard

Independent play is well organised. Children use real fruit, vegetables and safety knives to cut and explore, which builds confidence, language and independence. As a result, children engage well with the provision. Leaders and staff adapt activities for different ages and stages. However, some activities are not sequenced in a way that supports secure progression, such as recognising and writing capital letters.

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Curriculum and teaching Expected standard

Children enjoy books, retell familiar stories and choose stories for staff to read. Staff create a language-rich environment through talking, questioning and listening. For example, staff introduce new words during play, such as 'smooth' and 'squeeze' when exploring play dough. Staff sing songs with enthusiasm and actions. This holds children's attention as they join in. Staff teach emotional literacy through visual aids, mirrors and guided support.

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Curriculum and teaching Expected standard

Staff teach mathematical language through practical exploration, such as counting toy fish and measuring brick obstacle courses. Practice varies across rooms, and staff do not consistently enhance children's mathematical knowledge and skills to deepen children's learning.

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Inclusion Expected standard

Leaders identify children's emerging and developing needs with accuracy. They create an inclusive environment where children, including those with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning, feel they belong. Staff adapt provision so all children can take part in ways that suit them. For example, when children are reluctant to join activities, practitioners bring learning into spaces where children feel more comfortable. Leaders monitor the impact of any interventions and adapt them when needed. They use targeted activities, such as blowing bubbles to build social interactions, to meet individual children's needs. Staff use communication boards, visual aids and other tools to support children's understanding and language development. Leaders use additional funding to reduce barriers, including creating a calming area for children who need time to regulate

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Inclusion Expected standard

their emotions. Staff work with parents to keep support at home and in the setting consistent.

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Inclusion Expected standard

Leaders work with external professionals and follow specialist advice to help ensure that all children's needs are met. Leaders have completed suitable training to support children with SEND. However, this expertise is not yet shared consistently across the staff team. Not all staff have a secure grasp of the strategies being used, which means adaptations are not always implemented with the same confidence or precision.

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Leadership and governance Expected standard

Leaders work collaboratively to maintain a clear and consistent vision for the setting. Ongoing professional discussions and support help staff build confidence in delivering interventions that promote children's learning, development and wellbeing. Leaders provide a range of professional support for staff. They discuss staff assessment, special education needs and/or disabilities provision and risk assessments. Leaders monitor the impact of staff performance through peer observations and ongoing supervision.

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Leadership and governance Expected standard

As part of leadership development, leaders have strengthened their approach to staff wellbeing by giving staff access to professional support, if needed. Staff feel valued, and workload is manageable. Leaders have recently signed up to a new training provider. However, training is not yet targeted sharply enough to address individual staff needs to develop their skills and knowledge.

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Leadership and governance Expected standard

Safer recruitment procedures are in place. New staff complete a full induction and feel supported as they settle into their roles. Leaders check ongoing suitability through supervision and regular updates to required documentation, helping maintain a safe culture.

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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 arrive to a warm, inclusive environment where staff help them feel valued from the moment they walk in. They come in happily, eager to see staff and friends. Children settle quickly into their play. Staff stay close by to offer reassurance, including a cuddle for any child who needs extra support to settle. Staff support children with special educational needs and/or disabilities, and those who face other barriers, well. Leaders and staff work closely with parents to understand home routines so children feel secure. Familiar routines, such as hanging their name tag on the registration tree, strengthen children's sense of belonging. Children make steady progress because staff build on what they know and can do, helping them develop the knowledge and skills they need for the next stage in their education.

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

Staff know the children well and meet their individual needs with care and consistency. The key-person system gives every child a trusted adult who knows them well. Staff offer children choices throughout the day, such as selecting their snack, choosing where to play and deciding what story they would like to read. Younger children select musical instruments to play at song time. These opportunities build children's independence and confidence.

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

Children behave well because staff set clear, consistent expectations. Children understand boundaries and feel safe. During group times, children listen attentively and follow instructions. They enjoy talking to staff as they know they will be listened to. Children confidently ask questions about if it will be icy when they go out to play. Staff encourage children to talk about why it might not be icy anymore. Children gleefully respond that it is warmer and the ice would have melted. Staff praise the children for their expert knowledge.

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Address:

Chapel Rooms Murswell Lane Silverstone Northamptonshire NN12 8UT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 01/01/1971 Children take part in a wide range of activities that support their physical development. They build obstacle courses with foam bricks, balancing carefully as they walk along. Outdoors, they run, climb and explore with enthusiasm.

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Next steps

Leaders should target training opportunities for staff to help them build upon their current professional knowledge and skills precisely. Leaders should monitor the teaching of mathematics to ensure consistency across the setting. Leaders should review activities to ensure that they are correctly sequenced to ensure secure progression.

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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs coordinator 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. Registered person: Silverstone Pre-School Group Committee

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:30

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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

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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