Park Pre-School

Park Pre-School

Unique reference number (URN): EY468421 Address: 125 High Street, Westtown, DEWSBURY, West Yorkshire, WF13 2QG Type: Childcare on non-domestic premises Registered with Ofsted: 20/06/2014 Registers: EYR Registered person: Pandor, Safira

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.1

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.1

Achievement Strong standard

Children make rapid and secure progress from their individual starting points. The impact of the language-rich environment is clear and consistent. Children who start with limited speech quickly progress to using confident, complex sentences. They use their new vocabulary to recite rhymes, join in with prayers and express their feelings with clarity. This is particularly evident for children with special educational needs and/or disabilities, who make significant strides in their communication, moving from gestures to clear vocalisations and purposeful interaction with their peers.

p.2

Achievement Strong standard

Physical development is a particular strength. Through structured exercise sessions, children gain impressive coordination, mastering hops and star jumps while counting their movements and practising early numeracy. Children also gain vital self-care skills. They manage their own hygiene through handwashing and take pride in dressing themselves independently for outdoor play. They leave as resilient, articulate learners, who are extremely well prepared for their next stage in learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders have established a positive environment with commonly understood expectations for behaviour. Relationships between staff and children are deeply rooted in trust, providing a secure base that promotes positive attitudes to learning. For example, when children are new to the setting, staff prioritise their emotional security by allowing them to observe activities from a distance until they feel ready to participate. This patient approach ensures every child feels safe to explore at their own pace and builds their confidence.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff provide consistent support to help children recognise and manage their feelings. They use visual aids to help children articulate various emotions, which supports the development of empathy across the group. As a result, children are kind and frequently show concern for the wellbeing of others. Children respond extremely well to the predictable routines of the day, which builds their self-belief and motivation. Within mixed-age groups, older children act as role models, providing natural support for younger peers to follow. Leaders work closely with families to promote the importance of punctuality and attendance, helping them understand the link between regular routines and their child's ongoing development.

p.2

Children's welfare and wellbeing Strong standard

The setting prioritises all children's health and emotional wellbeing through highly effective care practices. Secure and responsive relationships are a strength. Key staff are attuned to children's emotional cues, providing comfort, cuddles and reassurance to help every child feel valued. Staff provide consistent support to help children manage their emotions from the moment they arrive. For example, children use a mirror to observe their expressions and relate them to emotion cards, helping them understand their feelings. This helps to support children with barriers to learning and wellbeing particularly well. Staff work in partnership with the local authority on projects to improve oral hygiene. They use bilingual skills to teach families the importance of dental health, ensuring messages are supported at home. Children learn to make healthy choices and understand their bodies. During work-out sessions, staff explain how exercise makes them thirsty and why water

p.2

Children's welfare and wellbeing Strong standard

helps them recover. Children have constant access to fresh drinking water, encouraging them to stay hydrated and manage their own physical needs independently. Mealtimes together further promote wellbeing, as children explore nutritious foods alongside their peers. Safety is taught practically. For instance, children learn to handle tools safely by using safety knives to cut real fruit and vegetables under close supervision.

p.3

Curriculum and teaching Strong standard

Leaders design an evolving and ambitious curriculum tailored to the specific group of children attending, focusing consistently on communication and emotional literacy. This approach ensures that children who start with lower language levels quickly gain the confidence to express their needs and feelings. Staff demonstrate a sophisticated understanding of how to sequence learning. For instance, younger children use large pipettes to develop whole-hand strength, while older children use pencils skilfully for mark making. This prioritisation of physical and emotional development ensures children gain the coordination and persistence needed for later success.

p.3

Curriculum and teaching Strong standard

Teaching is purposeful and responsive to children's interests. Staff teach in small groups to provide depth of learning in calm environments. They bring literacy to life with engaging intonation and open-ended questions. For example, when reading 'The Gingerbread Man', children excitedly predict events and use descriptive language. Staff weave mathematical concepts into the day, helping children understand number and language consistently through actions, such as counting claps or jumps.

p.3

Curriculum and teaching Strong standard

Assessment is used effectively to check what children know and can do, allowing staff to tailor teaching to different starting points. For children with special educational needs and/or disabilities, staff make precise adaptations. They modify communication styles and use visual prompts, so every child follows instructions and participates fully. This responsive approach ensures every child receives the right challenge to thrive.

p.3

Inclusion Strong standard

Inclusion is at the heart of this setting. Staff identify individual needs early, using thorough observations to establish precise baselines for all children. To ensure a culture of collective responsibility, staff regularly participate in training focused on diverse learning and physical needs, including specialised communication programmes. This commitment helped the setting achieve a national mark of achievement for special educational needs and/or disabilities practice.

p.3

Inclusion Strong standard

Practitioners use tracking systems to pinpoint specific gaps in development. For example, the progress check at age 2 is used to identify any delays in learning, allowing staff to share clear next steps with parents and carers. This consistent approach enables immediate early intervention, so children make progress without waiting for professional help. Leaders work closely with external agencies, such as speech and language therapists and physiotherapists, ensuring timely referrals and expert guidance. Early years pupil premium funding is used strategically to provide new experiences that broaden children's understanding of the world. For instance, family trips to local farms or parks help children connect real-life experiences. Specialised sports sessions improve their physical coordination and social resilience. Staff make consistent adaptations, such as lowering equipment, to ensure children facing barriers to learning explore alongside their

p.3

Leadership and governance Strong standard

Leaders demonstrate an unwavering commitment to improving children's lives. They accurately identify the setting's strengths and take purposeful action to maintain high standards. Leaders are reflective and prioritise staff's professional development through an established appraisal system, regular supervision and coaching sessions. For example, staff have completed specialised training to support children who face barriers to learning, ensuring they receive targeted support to reach their potential. Due to the expectations leaders have for high-quality teaching, they provide staff with regular incentives and dedicated time away from children, allowing them to manage their workload and training effectively.

p.4

Leadership and governance Strong standard

To further drive improvement, leaders work closely with the local authority early years quality assurance team and collaborate with linked settings to share best practice. This proactive approach ensures that teaching methods remain current and effective. Leaders ensure all decisions are made in the best interests of the children. They have established close partnerships with parents and carers through face-to-face handovers and a dedicated online platform, ensuring a consistent approach to care and learning. Consequently, parents feel that their children make significant progress and value the secure bonds formed with their child's key worker.

p.4

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

Children flourish in this reassuring and inclusive pre-school, which is a safe haven for the community it serves. They arrive with visible excitement, greeted by a staff team who prioritise building deep levels of trust and understanding with every family, supporting attendance incredibly well. Children develop a sense of belonging through routines that are highly responsive to their home lives, such as registration sessions where they join in with prayers that reflect their heritage. This validation of their individual identities helps children feel secure and highly valued from the moment they arrive, ensuring they are ready to engage in learning.

p.4

About this setting

Children are safe and staff care for them extremely well. They benefit from a curriculum that elevates their confidence. For example, children who once sought reassurance now smile warmly at adults and invite others into their play. High levels of independence are evident across the setting. Younger children learn to manage their own self-care by putting on their coats or helping to prepare healthy snacks. Children also take age-appropriate risks, such as using safety knives to cut real fruit. These purposeful activities successfully build their physical coordination and self-belief.

p.5

About this setting

The language-rich environment, filled with purposeful stories and rhymes, consistently sparks children's curiosity. Children make rapid progress in their communication as staff skilfully use visual aids, gestures, and signs to ensure every child has a voice. Children with special educational needs and/or disabilities achieve remarkably well. Intensive, one-to-one support is precisely tailored to children's physical and learning milestones. Children show great persistence as they explore sensory materials, such as sand and water, to discover how things work. They develop spatial awareness and physical confidence as they navigate challenging outdoor equipment. This focus on active exploration ensures children are resilient learners, ready for the transition to school.

p.5

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 learners, those with special educational needs and/or disabilities, and those who may face other barriers to their learning and/or well-being.

p.5

About this inspection

The inspector spoke with leaders, practitioners, apprentices, children and parents during the inspection.

p.5

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. Unique reference number (URN): EY468421

p.5

Address:

125 High Street Westtown DEWSBURY West Yorkshire WF13 2QG

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 11:30,Monday,Tuesday,Wednesday,Thursday,Friday : 12:15 - 03:15

p.6

Facts and figures used on inspection

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

p.6

Exceptional

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

p.7

Strong standard

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

p.7

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.7

Needs attention

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

p.7

Urgent improvement

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

p.7

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.7

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.7

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.7

Urgent improvement

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

p.7

Urgent improvement

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

p.7