Hardwick Pre-School

Hardwick Pre-School

Unique reference number (URN): 221797 Address: Limes Road, Hardwick, Cambridge, CB23 7RE Type: Childcare on non-domestic premises Registered with Ofsted: 05/02/1992 Registers: EYR, CCR, VCR Registered person: Hardwick Pre-School

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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 Strong standard

Children make rapid progress, particularly in developing their listening and attention skills. They learn to concentrate and focus, listen to staff and follow instructions. Children sit and wait patiently at lunch time for their friends to finish before leaving the table. They remember what they have learned and apply it to new situations. For example, children recently learned about the importance of looking after their teeth from a visiting dental nurse and they discuss this when they are eating their lunch.

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Achievement Strong standard

Children develop their fine motor skills through varied activities such as manipulating play dough or using tweezers to pick up pompoms. They practice using scissors effectively to cut shapes. Disadvantaged children make excellent progress in their speech development, and all children learn to use Makaton signs and communicate well with each other. Children with special educational needs and/or disabilities make remarkable progress in all aspects of their development and are well prepared for the next stage in their learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff create a warm, positive environment for children and have high expectations for their behaviour which are consistently reinforced by staff. Staff adapt their approach for individual children including those with special educational needs and/or disabilities and still uphold the high expectations of the setting. Staff value and respect children and enjoy interacting with them. They know children so well they can thoughtfully redirect children and keep them engaged with their learning. Staff consider children's individual needs, supporting those who are settling in sensitively so that these quickly feel safe and explore resources.

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Behaviour, attitudes and establishing routines Strong standard

Children behave extremely well. Staff teach them the words to use when sharing and negotiating with others. They help children to understand the benefits of considering their friend's feelings and model positive manners. Staff build responsive and trusting relationships with children and there is a strong key-person system in place. Children readily approach staff to play with them. They happily talk to staff about their home lives. Staff work closely with parents to promote regular attendance. This enables children to have full access to the curriculum and develop a positive attitude to learning.

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Children's welfare and wellbeing Strong standard

Leaders and staff develop strong working relationships with parents, enabling them to monitor and respond swiftly to concerns about children's welfare and well-being. They are highly observant and ensure that children receive timely support from professionals.

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Children's welfare and wellbeing Strong standard

There is a strong key-person system in place and staff get to know individual children's needs well. Staff listen to children and respect their feelings, they are warm and responsive. This helps children feel safe and secure. Leaders are currently supporting staff to deepen children's understanding of different emotions so that they can identify and express these more confidently. Staff use planned physical exercise lessons to teach children about the importance of exercise and how their bodies work. They help children think about personal safety and how to manage risks.

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Children's welfare and wellbeing Strong standard

Staff meet the care needs of all children effectively, including those with special educational needs and/or disabilities. They promote children's growing independence, teaching them how to wash their hands and spread butter on their toast. Staff provide a range of healthy foods for snack time and share information with parents so all children enjoy nutritious lunches. Children recall key learning from topics such as healthy eating and oral care and make positive choices about their health and wellbeing.

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Curriculum and teaching Strong standard

Leaders have developed a clear, well-sequenced curriculum with simple but effective outcomes across all areas of learning. They regularly review the impact of the curriculum and identify areas for further improvement. Leaders have recently implemented changes to improve the teaching of shapes which is already benefitting children. Staff talk to children about the properties of shapes like trapeziums, comparing the length of the sides and where they may see the shape in the environment.

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Curriculum and teaching Strong standard

Staff promote children's speech and language very well. They read stories and sing songs and even the youngest children retell key events. Staff use Makaton signs and visual prompts to support children who are delayed with their speech. They use targeted interventions to support children with their listening, attention and interaction skills and expertly adapt these to ensure children continuously make rapid progress.

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Curriculum and teaching Strong standard

Physical development is a key focus. Staff provide a weekly physical education lesson at the primary school and other opportunities for children who do not attend on that day. Staff skilfully support children to build obstacle courses, supporting children to challenge themselves and think about personal safety. Staff continually assess children's progress and adapt their approach depending on their individual needs. For instance, providing one-to- one support and appropriate equipment for children with special educational needs and or disabilities to participate.

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Inclusion Strong standard

Staff work closely with parents before children start, gathering detailed information to ensure their individual needs are understood and met. There is robust support for children with special educational needs and/or disabilities (SEND). Staff undertake thorough assessments and create detailed individualised plans to provide targeted support. They ensure that targets for children with SEND are precise, ambitious, but achievable. Staff provide tailored interventions including one-to-one support, mobility equipment and focused activities, to develop children's attention and speech. Staff conscientiously review and amend plans to ensure that children with SEND continue to make excellent progress.

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Inclusion Strong standard

Staff are proactive in removing barriers to children's learning for disadvantaged children and those known to social care. Additional funding is used effectively to support their health and well-being and ensure they participate fully in all curriculum activities such as trips to the farm and outdoor learning. Staff ensure that children who speak English as an additional language have their voices heard as they learn key words in their home languages. They teach children to use Makaton sign language so they can all communicate and build relationships. Staff also teach children about a wide range of cultural celebrations, such as Mother's Day and Chinese New Year in meaningful ways which helps build respect and understanding.

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Leadership and governance Strong standard

Leaders reflect deeply on the strengths of their setting. They are proud of their inclusive approach and the positive impact this has on children and families in the community. Leaders believe that every child should be exceptionally well prepared for their future learning. They monitor children's progress to identify aspects of the setting which need improving. Leaders are passionate about supporting children with special educational needs and/or disabilities. They ensure staff are trained well to identify and support children through targeted interventions. Leaders take accountability for the progress of disadvantaged children and those known to social care, proactively building relationships with parents and other professionals to ensure children's well-being and development are promoted.

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Leadership and governance Strong standard

There is excellent teamwork and staff report feeling well supported by leaders. Leaders use daily opportunities to review staff wellbeing and carry out regular supervisory meetings. These support staff to continue developing their practice and empower them to take responsibility for making improvements. Parents speak extremely highly of the setting, commenting that staff 'go above and beyond' in supporting their children and they are very impressed with the progress their children make. Leaders proactively work with local schools and settings to share information so that children 's needs can be met in times of transition.

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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

All staff welcome children and parents at the gate in the morning which enables them to gather information about children's wellbeing. This helps staff to meet children's needs throughout the day. Staff promote regular attendance to ensure that all children, particularly those from disadvantaged backgrounds, experience the full curriculum and make progress. Children who are new to the setting benefit by spending lots of time with their key person, forming close and trusting relationships which helps ease the settling in process. Staff know children extremely well and skilfully identify and remove barriers to learning. Whether by learning key words in a child's home language, using sign language or providing targeted interventions, staff ensure that every child flourishes and develops the skills and knowledge needed for the next stage in their learning.

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

Children thoroughly enjoy participating in group activities. Staff adapt their approach to ensure all children are included. For example, during a scavenger hunt, staff ask younger children to search for simple shapes in the environment while older children are tasked with finding more complex shapes. Children proudly share their findings with their peers. Staff value all children and promote empathy and kindness. Children demonstrate these values as they help one another carry out tasks and play together collaboratively.

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

Staff carry out ongoing risk assessments to keep children safe and secure. They ensure that children with special educational needs and/or disabilities have the equipment and resources they need to be safe and these children thrive in the setting. Children are confident to take risks and challenge themselves both physically and intellectually. Staff help them to think deeply to solve problems. Children develop their independence by making choices about their play for instance when constructing a 'pizza oven', children decide which pieces of construction materials to use and why.

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Address:

Type: Childcare on non-domestic premises

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Address:

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

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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 children, those with SEND, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the manager, deputy manager, staff, parents and children during the 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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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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