Patchway Centre Pre-School & Tots

Patchway Centre Pre-School & Tots

Unique reference number (URN): 136049 Address: Patchway Community Centre, Rodway Road, Patchway, Bristol, Avon, BS34 5PF Type: Childcare on non-domestic premises Registered with Ofsted: 01/04/1996 Registers: EYR Registered person: Patchway Centre Playgroup 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

All children make progress across all areas of learning. They use a broad vocabulary and talk confidently about their friendships. Children with special educational needs and/or disabilities make impressive progress with their communication. They use signs and follow instructions with increasing independence. Children take pride in their achievements and show determination to complete tasks. Through collaborative play and problem-solving, they build confidence, resilience and social skills. Children use mathematical language in their play, count with increasing confidence and develop awareness of shape, size and position through activities such as peg boards. Children achieve well from their starting points and develop suitably the skills and confidence they need for the next stage of their learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff build strong relationships with families and work closely with them to support children's regular attendance. Staff set high expectations for behaviour and are positive role models. Children treat one another with kindness and are inclusive. Staff know children well and understand their individual needs. Children form strong bonds with staff.

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Behaviour, attitudes and establishing routines Expected standard

Children show a love of learning, with good concentration and eagerness to take part. Staff organise the environment to promote focus, including quiet areas for small-group teaching and calm spaces across the setting. For example, staff run snack time in a quiet room with small groups so they can make the most of learning opportunities within routines. Children practise mathematical concepts as they choose healthy snacks, develop independence when pouring drinks and strengthen self-care skills when washing hands. Staff praise positive behaviour and respond calmly to mistakes, such as spilled drinks, by reassuring children and encouraging them to try again.

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Children's welfare and wellbeing Expected standard

Staff care for children with warmth and consistency. They place strong emphasis on emotional wellbeing. Children approach staff confidently when they need help. Staff respond promptly to children's needs throughout the day, so children feel safe and secure. Staff work closely with parents to support smooth transitions into the setting. This helps all children to settle quickly, including those with special educational needs and/or disabilities.

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Children's welfare and wellbeing Expected standard

Clear routines help children understand expectations. Staff actively teach manners and social skills. Children follow good hygiene routines, promoting their health. Staff work with parents to encourage healthy eating. Children spend plenty of time outdoors. Staff complete thorough risk assessments and supervise children effectively to keep them safe as they explore and learn.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. They have been working to strengthen implementation by introducing more open-ended resources that facilitate children to experiment, test ideas and extend their learning. For example, children benefit from exploring mud and water in the outdoor area, using their imaginations as they pretend to bake cakes and experiment with the different tools. Leaders should continue to enhance the quality of teaching to provide more of these opportunities for children.

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Curriculum and teaching Expected standard

Leaders ensure that the curriculum covers all areas of learning and that it is typically taught well. Staff plan activities that promote cooperation, sharing and physical coordination. For example, children support one another as they take turns using tweezers to thread macaroni onto spaghetti. Staff prioritise communication and language, introducing new vocabulary in play and encouraging meaningful conversations that deepen children's understanding.

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Curriculum and teaching Expected standard

Staff provide regular opportunities for children to practise key skills. Counting is embedded into routines such as snack time, where children use number cards to select the correct number of pieces of fruit. Staff adapt the curriculum so all children, particularly those with special educational needs and/or disabilities, can access and succeed in their learning. Assessment is used effectively to track progress and adjust provision to meet individual needs.

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Inclusion Expected standard

Staff identify children's needs quickly through effective settling-in sessions and working with parents to get to know them. Staff are well trained to support strategies for children's learning. The key-person system supports ongoing monitoring of progress and helps staff identify emerging needs. Weekly meetings allow staff to discuss children's development and agree adaptations to support learning and care. Staff show genuine care and high expectations for every child. They work closely with outside professionals, using advice to plan effectively. Learning is broken into small, achievable steps so children can succeed. Leaders trial equipment from the local lending library before making informed purchases using early years pupil premium funding.

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Leadership and governance Expected standard

Leaders are proactive, committed and passionate about providing high-quality learning for all children. They understand the pre-school's strengths and areas for development and have clear action plans in place. For example, they recently introduced an electronic system to strengthen communication with parents and are improving home learning packs to better reflect children's needs. Parents report feeling well informed, included and supported.

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Leadership and governance Expected standard

Staff speak positively about working at the pre-school. They feel supported, have manageable workloads and value being part of a strong team and local community. Staff work collaboratively, communicate well and offer support to one another. Leaders and staff are open to new ideas to improve outcomes for children. Leaders provide training to strengthen practice, although consistency in extending learning is not yet fully embedded. Leaders hold regular meetings to review practice but do not yet set precise targets or tailored training to further strengthen teaching so that staff consistently provide differentiation within activities and challenge children to achieve their full potential.

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

Children are welcomed into the setting and encouraged to display their pictures to self- register. They are excited to see their friends and join them in their play. Children show high levels of engagement and independence as they lead their own learning. They move freely between the indoor and outdoor areas, choosing from the activities carefully prepared for them by staff. Well-established routines mean that all children are familiar with what comes next in the day. Children are content and play happily and cooperatively with one another. Outdoors, they excitedly chase bubbles and celebrate together as they pop them. Children show perseverance, coordination and creativity, for example when concentrating as they arrange shapes and use hammers and pegs to fix them into place.

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

Children demonstrate a strong sense of belonging as they share their favourite things to do in the setting. As they look at photos of staff, they talk warmly about the adults who care for them and play with them. All children, including disadvantaged children and children with special educational needs and/or disabilities (SEND), form secure attachments with staff. These close relationships help children to feel safe and confident and provide a strong foundation for learning.

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

Children behave well and understand staff's expectations of them. Children help to clean up activities when they have finished playing. Staff model respectful behaviour and use praise effectively, helping children recognise and build on their achievements. Children delight in sensory experiences as they make marks with toy dinosaurs in shaving foam. Staff share in their enjoyment and share ideas for imaginative play. All children, including those who are disadvantaged or have SEND, make progress from their individual starting points. This is because dedicated staff use meaningful step-by-step targets and work diligently as a team to support children's consistent progress.

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Address:

Patchway Community Centre Rodway Road, Patchway Bristol Avon BS34 5PF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Patchway Centre Playgroup Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Friday : 08:00 - 15:45,Thursday : 08:00 - 12:00

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Next steps

Leaders should implement clear, individual professional development targets so that staff receive precise guidance and support to strengthen their knowledge and further improve the quality of teaching. Leaders should continue to strengthen the quality of teaching to facilitate more opportunities for children to experiment, test ideas and extend their learning.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, children and parents 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. Local authority: South Gloucestershire

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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. 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

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

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