Wingrave Pre School

Wingrave Pre School

Unique reference number (URN): EY422851 Address: Wingrave C of E Combined School, Winslow Road, Wingrave, AYLESBURY, Buckinghamshire, HP22 4QG Type: Childcare on non-domestic premises Registered with Ofsted: 27/01/2011 Registers: EYR, CCR Registered person: Wingrave Pre School 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 typically develop a range of skills that prepare them suitably for moving forward in their education. For example, children become skilled in using tools and grow in independence. They understand social rules, such as turn-taking and sharing, and demonstrate this in their play. Children are confident to recall their knowledge of prior learning and they talk about what they understand. For example, children explain that parrots sit on pirates' shoulders.

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Achievement Expected standard

Children are very physically active and confident in their body movements. They climb on apparatus and show confidence in balancing and are coordinated. However, children do not consistently understand all their physical needs, such as recognising their needs to eat and drink. Children show their developing mathematical understanding as they recognise numerals and can order quantities of small numbers. Children with special educational needs and/or disabilities and those who face barriers to their learning make steady progress from their individual starting points.

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Behaviour, attitudes and establishing routines Expected standard

During the week, children take part in sports activity sessions that have very specific and clearly explained rules. Despite their young age, children understand the concept of teams and listen carefully to rules and follow them well. Children gain a sense of achievement as staff and the coaches praise them and their sporting efforts. Children are confident to explain other rules. For example, they understand when moving around the school site to use the hall that they must be quiet as older children are busy learning. By understanding the reasons for staff's expectations, children are willing to follow them and behave well. However, rules and expectations for children around mealtimes are inconsistent and overly rigid. This gives children mixed messages, which are confusing for them. Staff act quickly if children's attendance becomes a concern. Children's regular attendance helps them to know and understand the pre-school's routine. Children show a positive

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Behaviour, attitudes and establishing routines Expected standard

attitude towards their learning. Where needed, staff adapt expectations for children with special educational needs and/or disabilities to ensure that they too understand about rules and cope well when there are unexpected changes in the routine. On the whole, staff interact positively with children.

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Curriculum and teaching Expected standard

Staff design the curriculum to encourage children to gain the skills they need for when they begin school. For example, they help children to learn how to use tools successfully. Staff model how to use the equipment, such as scissors and pencils, and correct children's grip so they become more skilled. Staff adapt their teaching to ensure that children with special educational needs and/or disabilities have ongoing and appropriate support to take part. However, leaders have not placed a greater focus on supporting children's personal, social and emotional development. This does not fully support children's awareness about ways for them to keep themselves healthy.

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Curriculum and teaching Expected standard

Staff provide an ongoing commentary as children learn, which helps to encourage their understanding of communication and language. When children are non-verbal, staff put plans in place to support them, such as using picture boards and sign language. Children demonstrate varied interests, and staff act on this by weaving these interests into all activities. For example, when children are interested in sharks, this evolves into an immersive pirate experience where children practise their balance as they walk the plank, create treasure maps and count plastic rings matching a pirate's number.

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Curriculum and teaching Expected standard

Teaching is effective. Staff model, explain and encourage children. They recognise the vital importance of encouraging children's safe learning around technology and provide ways for them to use smart boards and digital devices to enhance their learning.

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Inclusion Expected standard

Through making accurate assessments, staff recognise when children's development does not follow the expectations for their age. From the very beginning, staff begin to make plans to support children with special educational needs and/or disabilities (SEND). Staff use the information that parents and carers share about children's involvement with health professionals to help them to understand about children's needs. Staff make early referrals when needed to ensure that their plans for support are well informed by professionals who support children with SEND. Staff undertake regular training to ensure that they are able to recognise and respond to children's individual needs.

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Inclusion Expected standard

Staff confidently recognise the small steps of progress children make and celebrate these. When children face barriers to their learning, staff are creative in finding solutions to provide a welcoming and inclusive environment. For example, some children have more intensive staff support when taking part in some physical activities to help keep them safe. Leaders use early years pupil premium funding to ensure that children have access to additional sessions and resources. By doing this, staff encourage children's attendance and provide

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Needs attention

them with reliable and consistent routines that help them to remain motivated and interested in their learning.

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Children's welfare and wellbeing Needs attention

There are inconsistencies around how staff manage mealtimes. As a result, children do not consistently learn about how to identify their own needs. For example, they are not encouraged to recognise when they have eaten enough to fulfil their appetite and when they need to drink because they are thirsty. Sometimes, staff's approach to encouraging children when they eat is not supportive enough to promote their positive attitudes towards healthy eating. Furthermore, sometimes, food children have at the pre-school contains a high sugar content. There have been ineffective relationships with parents and carers to address concerns around mealtimes at pre-school. Some parents remain concerned about what staff are teaching children about eating all foods, regardless of when they feel full.

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Children's welfare and wellbeing Needs attention

Children establish close relationships with their key person. Staff know children well and understand how to support their positive sense of security. They teach children about their different emotions. Support for children with special educational needs and/or disabilities is appropriate to ensure that they feel safe and secure at the pre-school. During the daily routine, children have ample time to play outdoors, where they enjoy testing out their physical skills. Staff encourage children to become independent and confident in meeting their own personal needs.

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Leadership and governance Needs attention

Although leaders have reviewed the provision and made some changes to policies and procedures, their oversight has not identified the underlying causes of weaknesses. Leaders have not supported staff sufficiently well enough to identify where improvement is needed. Staff have not established positive and professional relationships with all parents and carers. Without effective partnerships, sometimes, there is a breakdown in communication and some parents have a lack of trust in some aspects of the provision. Although leadership responds to complaints and concerns, leaders have not taken sufficient action to alleviate parents' concerns and promote all staff's wellbeing. For example, parents' concerns around mealtimes have not been adequately investigated to establish where improvement is needed.

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Leadership and governance Needs attention

Leaders acknowledge there needs to be a thorough review of how staff manage mealtimes, but they have not been swift enough in taking action to address concerns. The committee members who lead the pre-school show a willingness to act and improve the provision. Staff undertake regular training to support them in their roles. Leaders are committed to ensuring that children who experience barriers to their learning and those with special educational needs and/or disabilities receive the right support they need to progress and enjoy their learning.

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

Staff do not support children to recognise their own needs in relation to eating and drinking. This is because the way they manage mealtimes does not encourage children to understand and respond to when they have eaten enough and when they are thirsty. As a result, children do not develop a suitable awareness around healthy attitudes towards eating.

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

Children enjoy attending the pre-school and talk about what interests them. They are confident to do things for themselves. For example, during toilet training, children receive praise and encouragement from staff and manage this well, including washing their hands afterwards. Children take part in circle time, where they talk about the routine of the day and spend time talking about activities. They show a sense of belonging as they sit and listen to each other and staff respectfully. Staff thread children's interests into activities that children enjoy. When exploring the idea of pirates, children dress up in themed clothing and wear eye patches. They dig in artificial sand looking for treasure and read related storybooks with staff. Staff encourage children's communication well. Children talk about what they have previously learned, such as how sharks swim and what their teeth are like. Children show

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

The curriculum focuses on developing children's physical skills and activity. Staff plan successful sports sessions to encourage children to be physically active. This helps children to push themselves to build strength and stamina, but also to learn about teams, fairness and rules. These all contribute towards children developing their social skills. Relationships between children and their key persons are close. Staff monitor children's progress, recognising their achievements. This means that children's learning experiences are based

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Inspector:

Hayley Marshall-Gowen on their individual needs. This is especially beneficial when children face barriers to their learning or have special educational needs and/or disabilities. Staff spend time with children who need extra support, working side by side with them to ensure they can take part in activities at their own pace. This ensures that children are actively encouraged to feel part of the pre-school group.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure that staff positively support children to develop healthy attitudes towards eating and drinking 03/03/2026

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Action Completion Date

establish respectful and professional relationships with all parents and carers that help them to understand more about children's experiences at the pre-school 03/03/2026

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Action Completion Date

develop a greater understanding of where weaknesses lie and support staff to swiftly improve and develop their practice. 03/03/2026

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About this inspection

The inspector spoke with the chairperson of the committee, the manager, who is also special educational needs coordinator, staff, children, parents and carers 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

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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Address:

Wingrave C of E Combined School, Winslow Road Wingrave AYLESBURY Buckinghamshire HP22 4QG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Wingrave Pre School Committee

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Address:

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

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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

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Urgent improvement

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Urgent improvement

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