Piccolo Pre-School Nursery

Piccolo Pre-School Nursery

Unique reference number (URN): EY371480 Address: Chute Recreation Ground, Vyne Road, Sherbourne St. John, Basingstoke, Hampshire, RG24 9HX Type: Childcare on non-domestic premises Registered with Ofsted: 09/04/2008 Registers: EYR Registered person: Piccolo Pre-School Nursery Limited

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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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Behaviour, attitudes and establishing routines Strong standard

Staff create a positive ethos at the nursery. They are remarkably kind, nurturing and patient, and have high expectations for children's behaviour. Staff have established highly effective strategies to ensure that all children, including those with special educational needs and/or disabilities (SEND), understand these. For instance, when small disputes arise, staff encourage children to use a sand timer. This supports children to resolve issues positively. Staff reinforce positive behaviour through sign language, communication boards and verbal discussions. They consistently encourage negotiation and teamwork, which helps children develop positive attitudes towards learning. Staff praise children for sharing ideas, collaborating and negotiating with others, which supports them to build resilience. For example, when children accidently knock down their friend's construction, staff explain that it is natural to feel sad, frustrated or upset. Staff consistently promote empathy, and children

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Behaviour, attitudes and establishing routines Strong standard

benefit from this, naturally using words, such as 'sorry'. Children play harmoniously alongside one another and enthusiastically engage with their peers.

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Behaviour, attitudes and establishing routines Strong standard

Staff adapt activities and routines to reflect the needs of individual children. They give children time to adjust to transitions and use visual timetables to support all children to understand what will happen next. This is particularly beneficial for children with SEND, as it provides consistency, predictability and reassurance. Staff consistently monitor children's attendance at the setting. When barriers to attendance are identified, they work closely with parents and carers to help overcome them.

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Children's welfare and wellbeing Strong standard

Leaders plan supportive transitions for each individual child, which helps children to settle quickly. Staff build nurturing relationships with all children, particularly their key children. Staff share information effectively with colleagues, which provides children with security and reassurance when their key person is absent. As a result, children thrive in a calm, safe and nurturing environment. Staff support children's emotional wellbeing highly effectively. They use quiet zones, favourite stories and sensory mirrors to help children recognise and regulate their emotions. These approaches enable all children, including those with special educational needs and/or disabilities, to express their feelings confidently. For example, some children actively join in with group time songs by copying actions in front of mirrors. Sensitive and responsive staff encourage them to listen carefully and explore a range of

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Children's welfare and wellbeing Strong standard

Children confidently follow daily routines. They practise good hygiene habits and demonstrate increasing independence. For example, they collect their own bowls and pour their own drinks at snack time. Staff engage children in active discussions about the benefits of healthy eating. They explain why they cut fruit into smaller pieces to help prevent choking, which strengthens children's understanding of personal safety. Staff also use children's interest in stories, such as 'The Hungry Caterpillar' and 'Handa's Surprise', to deepen children's understanding of healthy eating habits. Staff actively promote physical development and help children understand the importance of exercise. At the start of the day, children eagerly stretch and bend during circle time. With staff guidance, they develop new physical skills as they adapt apparatus independently and practise moving in a variety of ways.

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Inclusion Strong standard

Leaders successfully create a very inclusive environment, where children feel happy, valued and safe. Robust procedures ensure that children's individual needs are identified quickly. From the point of entry, staff work closely with parents and carers to gather detailed information about children's interests, existing skills and any factors that may affect their health, learning and development. Through thorough assessment, staff accurately identify emerging needs and put appropriate support in place without delay. Leaders work proactively with parents, external agencies and professionals, and make timely referrals when required. Leaders track children's progress closely. They work with specialists and parents to review outcomes and set meaningful next steps. This targeted support enables children, particularly those with special educational needs and/or disabilities and those that face barriers to their learning, to make secure progress from their starting points.

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Inclusion Strong standard

Leaders are highly committed to their work with children. They have excellent partnerships with local schools to ensure a smooth transition to children's next stage in education. Any additional funding is allocated thoughtfully to provide resources, specialist equipment and individual tailored support. In addition, leaders invite parents and carers to participate in specialist training opportunities, such as learning sign language. This enables parents to further support their children's learning and development at home. The impact of these provisions is reviewed regularly to ensure that resources and support continue to meet children's evolving needs. This means children benefit from a responsive approach that consistently removes barriers to learning.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities or who face barriers to their learning, make secure progress from their starting points. Children develop their physical skills effectively. They show increasing determination as they make their way under and over apparatus, and are developing their balancing and coordination skills. Children communicate well with their friends and staff. They enjoy listening to stories and demonstrate high levels of attention. However, not all children benefit from positive interactions as staff practice is not consistent.

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Achievement Expected standard

Children are confident and independent, and make choices about their play. For example, they delight in dressing up in school uniforms and act out a day at school day with their friends. They have a go at putting on their boots ready for outdoor play, and confidently ask for support, if needed. Children develop a range of skills that support the next stages of their learning.

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Curriculum and teaching Expected standard

Leaders have a clear vision for the provision and work closely with staff to implement ongoing improvements. They design a broad curriculum that typically provides children with a balanced range of experiences. Staff use assessment extremely well to identify gaps in learning. This particularly supports those children who face barriers to their learning and children with special educational needs and/or disabilities. Staff help all children to access a curriculum that meets their individual needs and challenges. For example, they use visual prompts, sign language and targeted intervention to remove barriers to communication. When leaders identify gaps in children's developing speech and language, they implement tailored intervention to support individual children, such as small-group sessions, to address these swiftly. Staff provide a running commentary as children play and ask questions to support discussion. However, they do not consistently focus these interactions on extending

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Curriculum and teaching Expected standard

children's developing vocabulary further, such as modelling or introducing new words. At times, this hinders children's developing language skills.

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Curriculum and teaching Expected standard

Staff teach children mathematical skills well. For example, children count as they build towers and learn about the concept of size. Staff support children's social and personal skills as children engage in play together. They promote children's developing independence and personal care, and give them tasks and responsibilities, such as tidying up before lunch time.

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Leadership and governance Expected standard

Leaders have a secure understanding of the nursery's strengths and a clear vision for future improvements. Since the last inspection they have invested in the development of staff, particularly to build on their understanding of assessment processes, and developing and implementing the curriculum. In addition, staff have had training in sign language and supporting children with special educational needs and/or disabilities. This has had a positive impact on ensuring positive and highly-quality targeted intervention for these children.

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Leadership and governance Expected standard

Leaders provide clear direction, guidance and support to staff. They place a high priority on staff wellbeing and have improved processes of supervision. Staff feel supported in their roles. They work together well as a team and are dedicated in improving outcomes for children. Leaders need to continue to monitor staff practice to ensure consistent levels of high-quality teaching as children engage in their play. Leaders and staff work collaboratively with parents and professionals, to reduce barriers to learning. Secure relationships with professionals at settings children move on to, support children's confidence, development and readiness for their next stage of learning.

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

Children thrive in a welcoming and nurturing environment where they form secure, trusting relationships with staff. They arrive confidently and eagerly engage in learning opportunities. As they move through the day, children demonstrate increasing levels of independence and a firm sense of security within the setting. Children who are less confident to engage in activities with others observe and, when they are ready, they join in. All children, including those with special educational needs and/or disabilities and barriers to learning, enjoy their time in the outdoor areas. They show curiosity as they explore water play and show an interest in learning about sea animals. Children engage in discussion about recent holidays with their families, which supports a sense of belonging at the setting.

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

Children develop their literacy skills. They show a love of books and enjoying listening to stories. During activities, such as play dough, they practise using tools, such as rollers and shape cutters. They use scissors confidently and learn how to cut objects safely. This supports the development of the muscles in children's hands and fingers. Children are imaginative. They demonstrate social skills and spend time with their friends creating and establishing a toy shop. Children share with others and manage their emotions well. They use sand timers independently, and ask staff to write down and call their names when it is their turn.

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

Children learn about their local community. They enjoy bug hunts across the field and walks to a nearby duck pond, which support their understanding of the world. Leaders engage effectively with families to promote regular attendance. This helps to maintain consistent routines that support children's wellbeing. Families are welcomed and valued. They are

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Address:

Chute Recreation Ground, Vyne Road Sherbourne St. John Basingstoke Hampshire RG24 9HX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Piccolo Pre-School Nursery Limited

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Address:

Register(s): EYR invited to events, such as sports day and picnics. This supports children to flourish socially and emotionally.

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Next steps

Leaders should strengthen interactions between staff and children to further encourage language skills. Leaders should continue to monitor staff practice to ensure consistent levels of high- quality teaching across the staff team.

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About this inspection

The inspector spoke with leaders, practitioners, parents, children and the special educational needs coordinator and designated safeguarding lead 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. Operating hours: Monday,Tuesday,Wednesday,Friday : 08:30 - 14:30,Thursday : 08:30 - 14:00

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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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