Little Meadows Pre-School Ltd

Little Meadows Pre-School Ltd

Unique reference number (URN): 2792886 Address: Hambridge Village Hall, Hambridge, Langport, TA10 0AZ Type: Childcare on non-domestic premises Registered with Ofsted: 25/06/2024 Registers: EYR Registered person: Little Meadows Pre-School 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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Inclusion Strong standard

Leaders and staff consistently make a difference to all children by meeting their needs. This includes children with barriers to learning, special educational needs and/or disabilities (SEND) and those in receipt of early years pupil premium funding. Close relationships between staff, children and families allow for sharing of information and observations of children, so their needs are swiftly identified and addressed so that all children make consistent progress. For example, support for children with SEND has helped them develop enhanced communication, social and emotional skills.

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Inclusion Strong standard

Within the day, staff are highly attuned to each child so that they have a deep understanding of their individual needs, preferences and likes and dislikes. Staff respond to the changing needs of each child. This includes engagement with outside agencies and partnerships to develop their approach as and when required. Any additional funding received is spent with individual children or groups of children in mind. This means that it further reduces barriers to learning, promotes children's achievement and encourages children to develop further skills.

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Achievement Expected standard

Children access a curriculum that enables them to make progress towards the next level of their development. This is catered to their own unique needs so that they make age- appropriate development across all areas of the curriculum. The approach used means that children make secure progress against their individual starting points. Due to this, children are prepared for the next stage of development, which includes being prepared for school and having a readiness to learn. For example, speech is supported so that children are able to communicate, and children are encouraged through extra activities to develop an awareness of letters and the sounds they make.

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Achievement Expected standard

Children who may need extra help, receive additional funding or have special educational needs and/or disabilities are supported well. Children benefit from an inclusive approach that is embedded and addresses the potential barriers to learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff set high expectations for children's behaviour and attitudes to learning. These are facilitated by and helped by staff and children who have positive relationships, close bonds and a knowledge of each child at the setting. This includes an effective key- person system for each child. Staff are able to adjust their expectations and approach so that it is inclusive for all children. Adaptations by staff to daily activities are done quickly so that engagement in learning is sustained and positive behaviour is maintained. Punctuality and attendance are promoted to ensure that children remain safe and continue to enjoy and achieve within the setting. Leaders regularly review routines and expectations, demonstrating a strong ambition for children to develop the best possible behaviour. However, this is not yet fully embedded. For example, staff are currently reflecting on and revising routines to better meet the needs of all children. Leaders recognise that an effective

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Behaviour, attitudes and establishing routines Expected standard

routine will support children in developing consistent positive attitudes towards learning and towards one another.

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Children's welfare and wellbeing Expected standard

Leaders have established policies and procedures that support children's mental health and wellbeing. These are implemented across the setting. For example, children are supported by staff who help them to develop emotional and social skills. The setting is a warm and welcoming space where children and families feel safe and secure. Children have access to indoor and outdoor learning that includes different opportunities to play together, play with staff or on their own. Mealtimes are used as an opportunity to help children understand how to make healthy choices and understand healthy food, using age-appropriate language and knowledge. For example, staff eat alongside children and discuss food, what is in food and what their bodies need.

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Children's welfare and wellbeing Expected standard

The key-person system is implemented and working well for all children at the setting. This means that children feel cared for and supported at the setting. These close relationships enable children to develop positive emotional health and a sense of wellbeing while they are at the setting. Hygiene procedures are used effectively so that children can be independent when possible but are also helped to manage their own personal care. This includes toileting and washing their hands and changing their clothes.

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Curriculum and teaching Expected standard

Leaders have a reflective and open approach, which means they have an accurate understanding of the quality of their curriculum. Leaders have developed an approach that enables children to make progress in all 7 areas of learning, including communication and language, personal, social and emotional development and physical skills. Leaders and staff take action so that all children can make progress within an approach to curriculum and teaching that is inclusive. This means that the curriculum is accessible to children who receive additional funding and/or may have barriers to learning.

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Curriculum and teaching Expected standard

Leaders ensure that the curriculum is typically taught well. Children develop a love of stories and songs and choose their favourite songs to sing and share their favourite books. Children engage in play in which mathematics is taught specifically, such as staff encouraging children to count while stacking blocks, building a house for their dinosaurs and lining up toys. Leaders identify that they should continue to develop their approach to the curriculum so that high-quality teaching and interactions with children are embedded. This would further develop the setting's approach to curriculum and teaching so that it is of a consistently high standard.

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Leadership and governance Expected standard

Leaders have an open, reflective and honest approach to the strategic leadership of the setting. This means that they have an accurate understanding of the setting's unique context, their strengths and their areas for improvement. High standards for care and education for all children are maintained here. Leaders are focused on children who may find it harder to make progress, such as children with special educational needs and/or disabilities, those who have wider barriers to learning or those in receipt of early years pupil premium funding. The management team ensures that resources are managed well, including keeping ratios of children to staff lower than the legal limit. Where improvement is needed, leaders are aware of this and are quick to identify this in a longer-term vision for the setting.

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Leadership and governance Expected standard

Regular access to professional development, staff meetings and opportunities for reflection are provided for staff. This gives staff a suitable understanding needed for the job, such as paediatric first aid and safeguarding, but also a deeper understanding of the setting's approach to inclusion. Staff report that they feel valued at the setting and their workload is manageable. The staff reflect that this impacts on positive wellbeing for them. Parents and the community are engaged in the setting through daily conversations and regular events.

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

Children develop a sense of belonging at the setting that means they feel safe and cared for. Children make suitable progress from their starting points. This includes children with barriers to learning, special educational needs and/or disabilities and those in receipt of early years pupil premium. Children enjoy attending the setting and have positive relationships with responsive staff who are knowledgeable about each child. This means that children benefit from close relationships in which they enjoy interacting with staff and the activities on offer.

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

Children's engagement is promoted, and children are kept safe with robust processes for attendance at the setting. Each child's uniqueness is valued, and they are supported to flourish, enjoy and have fun here. Children learn about sharing, taking turns and managing their emotions while at the setting. This helps them to learn alongside their peers. For example, children who need support to share toys, find solutions or manage their feelings are supported by staff who play alongside and suggest new strategies, often providing a reassuring presence. This helps children to establish and develop positive behaviour and attitudes to learning.

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Address:

Hambridge Village Hall Hambridge Langport TA10 0AZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 25/06/2024 Children are well prepared for the next stage in their learning or development, such as moving on to school. This includes staff and families who communicate regularly so that information is shared about the children. For example, children benefit from parents and families sharing time at the start of the day to play and settle them in. Children attend events at the school next door, which gives them a sense of the wider world and their community. This also helps them to transition to this setting.

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Next steps

Leaders should embed a routine that further facilitates children to have consistent positive attitudes to learning and each other. Leaders should continue to develop their approach to the curriculum so that high-quality teaching and interactions with children are embedded.

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About this inspection

The inspector spoke with leaders, special educational needs coordinator, staff, parents and children 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. Registered person: Little Meadows Pre-School Ltd

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About this inspection

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

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

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