Arbury Preschool

Arbury Preschool

Unique reference number (URN): 2742207 Address: ARBURY PRE SCHOOL, 38 Carlton Way, Cambridge, CB4 2DE Type: Childcare on non-domestic premises Registered with Ofsted: 14/07/2023 Registers: EYR Registered person: Peacock Early Years Provisions Ltd

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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 receive numerous opportunities throughout the day to develop their communication and language skills. For example, they listen to staff and hear new words, they practice making sounds and develop good social interactions. For example, large group times provide opportunities for singing. Children join in conversations where they share their thoughts and experiences. Learning opportunities spark children's interests in new topics. For example, children explore a range of textures alongside the wild animal figures. They learn the names of new animals, such as cheetahs and zebras and engage in further conversation on the topic. Children with special educational needs and/or disabilities (SEND), access specialist teaching, such as one to one interactions and visual prompts to better support there understanding and progress with speech and language. Staff use a 'talking bag' to spark conversations and model new vocabulary. This has a positive impact

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Achievement Expected standard

Children begin to gain the skills they need in preparation for school. They learn to carry out tasks independently, such as washing their own hands, using the toilet and feeding themselves. Additionally, through regular group times children are supported to extend their engagement and attention skills along with their sitting skills, learning to take part in group learning in preparation for the classroom.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate a positive attitude to their learning through their high levels of engagement and enjoyment. They join in with singing at group time and demonstrate their secure knowledge of learning as they sing independently. High levels of engagement continue throughout smaller group activities, for example, younger children listen to each other as they share ideas. During child-led play, staff deploy themselves effectively to support children's learning. For example, when children are playing with the cars and figures, staff ask questions that extend and develop children's thinking skills and support their engagement throughout play. Attendance is generally positive. Where concerns arise, staff work closely with families to promote the importance of routine attendance. They ensure the setting is accessible and make small adaptations for families to ensure attendance is of a high standard. For example, arrival times are adjusted where needed.

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Behaviour, attitudes and establishing routines Expected standard

Occasionally, staff are not consistent in their approach to behaviour management, and they do not always use every interaction as a learning opportunity. For example, children are asked to stop throwing water but are not taught about the impact of their actions.

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Behaviour, attitudes and establishing routines Expected standard

Children develop secure relationships with both adults and peers as they play in small groups. Overall, they play together, sharing and taking turns and make up small make- believe games. Staff are happy and cheerful and this positively impacts children's enthusiasm and enjoyment of learning.

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Children's welfare and wellbeing Expected standard

Children learn about healthy eating and where food comes from. They enjoy growing a range of vegetables in the garden such as radishes and beans. Children plant seeds and observe the changes and growth overtime. Finally, they taste the foods they have grown and talk about the impact this has on their bodies. These opportunities are particularly beneficial for children who may not have access to these experiences outside of the setting. Children take part in regular learning opportunities that teach them how to look after their bodies. For example, they wash their hands before meal times. When learning about oral health, children confidently demonstrate their knowledge about germs and how they must brush their teeth twice per day to keep them clean.

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Children's welfare and wellbeing Expected standard

Staff recognise children's emotions. For example, if a child is upset they provide comfort and reassurance, recognising their feelings and initiating conversations. Relationships children build at the setting support their sense of safety and trust. For example, they look to staff for reassurance when they are feeling sad. Staff talk to children about their day and their experiences to find the root cause to children's emotions, showing their care and affection and acknowledging that everyone is an individual and everyone matters.

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Children's welfare and wellbeing Expected standard

Staff understand children and know what barriers to learning they may be facing. They use this information to plan meaningful learning opportunities and support children's well-being. For example, children who lack social skills are supported during group interactions. Staff model expected behaviours and teach children how to be respectful and kind to their peers. Additionally, they listen carefully to children's thoughts and support them by offering praise and reassurance, building children's confidence and self-esteem.

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Curriculum and teaching Expected standard

Staff have worked hard to create and implement a new curriculum for all children. Leaders have provided support and training for staff but understand that further guidance to embed the curriculum securely is required. That said, staff generally understand what they want children to learn and how they should teach this. For example, when reading, children are thoroughly engaged in the story. Staff ask questions and encourage children to join in with repeated phrases and sounds to help the story come alive. This supports children's reading and comprehension skills very well. Children begin to learn and recognise letter sounds. For example, they recognise the letter 't' and give suggestions of words beginning with the sound 't' during group time.

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Curriculum and teaching Expected standard

Staff position themselves well to enable them to support and engage in children's learning throughout the room. They join children's make-believe play, asking questions to extend thinking and initiating conversations to support children's social interactions. For example, children enjoy sharing their ideas about their play and link it to home experiences, such as, riding in the car. Additionally, staff have a sound knowledge of children's development, particularly those with special educational needs and/or disabilities (SEND). They work closely with these children to overcome barriers and ensure children make progress in their learning. For instances, they provide social opportunities, teaching children how to take turns and play in small groups. Numbers and counting is embedded through staffs teaching. They count with children and use their fingers to represent numbers. For example, when counting the amount of children

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Curriculum and teaching Expected standard

present in the morning. Children demonstrate their learning as they count confidently to 20. Additionally, counting and mathematical language is introduced throughout children's play and learning, counting toys, bowls and cups at mealtimes and using positional language, such as, behind, in front and underneath.

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Inclusion Expected standard

Staff recognise where children face barriers to their learning and require additional support. They provide numerous times throughout each day for children to receive well-tailored and adapted learning opportunities. For instance, staff focus on building children's confidence and self-esteem. Reflective discussions amongst staff ensure they have an understanding of what children are learning next and the progress they are making.

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Inclusion Expected standard

Children with special educational needs and/or disabilities (SEND) are monitored closely. Clear next steps in learning are identified and staff focus their teaching well. For example, children who need support with their speech and language development receive small group or one to one sessions, focused on communication. This allows children to develop their confidence and skills in small gradual steps. As children progress, next steps are reviewed. Repetition is used to secure new learning and staff measure the impact of their teaching and adjust their approach accordingly to ensure children make continued progress.

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Inclusion Expected standard

Staff work in partnership with other professionals to support children's learning and well- being. For example, local support groups that provide support and guidance for families, impacting positively on children's welfare and well-being.

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Leadership and governance Expected standard

Leaders support staff both personally and professionally. This ensures staff wellbeing is of a high standard. Staff share their positive feedback for the support and training they receive and explain that they are passionate about making changes and improvements alongside the leadership team.

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Leadership and governance Expected standard

Leaders recognise the settings strengths and areas of improvement. They work hard to bring about change and improvement, alongside the staff team. For example, recent changes to the curriculum and relevant training, has enabled staff to implement a higher standard of teaching and learning opportunities for children. Support is given to staff to help them achieve manageable goals and improve the outcomes for children in their care.

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Leadership and governance Expected standard

Leaders engage parents well in children's learning and develop strong relationships to enable effective partnership working. For example, parents understand the importance of attendance and the impact this can have on children's learning and development. They work closely with staff to strengthen this and ensure the setting is accessible to everyone.

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

Children at the setting are extremely happy. They demonstrate strong relationships with staff as they look to them for reassurance and support when needed. Children are valued at the setting, and they develop a sense of belonging. For example, friendly and welcoming staff greet children individually each morning and group time offers children the opportunity to welcome their peers. Children develop solid friendships and show respect to their peers during play. For example, they share resources and play in small groups. Staff know children well and recognise where they may need additional support. For example, some children need extra support when entering the setting in the mornings, and staff provide them with time to regulate their emotions and settle into the preschool routine.

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

Children have access to an outdoor learning environment that supports their continued growth. They access a range of physical learning opportunities, such as riding trikes, painting and climbing. Additionally, staff extend children's experiences teaching them about the world around them. Children enjoy planting seeds and watching them grow. They grow a range of vegetables that children enjoy tasting once fully grown. This provides children with a range of experiences, they may not otherwise receive.

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

The safe and nurturing space provided for children helps them to thrive, develop their sense of self and learn the skills they need for later life. Children engage in a range of learning opportunities that extend their language and communication skills. For instance, they participate in regular singing opportunities throughout every day. They join in with songs and actions and learn new words, extending their vocabulary and practising known words and pronunciation. Access to regular stories supports children's literacy skills. They listen intently to new words and develop their understanding and comprehension skills well.

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Next steps

Leaders should continue to support to staff to embed the newly implemented curriculum to develop staff confidence and consistency. Leaders should support staff to consistently teach children about the impact of their actions to support their behaviours and emotional regulation.

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About this inspection

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

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Address:

ARBURY PRE SCHOOL 38 Carlton Way Cambridge CB4 2DE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Peacock Early Years Provisions Ltd

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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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2 to 4

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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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

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

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