Codicote Pre-school (CIO)

Codicote Pre-school (CIO)

Unique reference number (URN): 2772607 Address: St Giles Parish Centre, Bury Lane, Codicote, Hertfordshire, SG4 8XX Type: Childcare on non-domestic premises Registered with Ofsted: 16/01/2024 Registers: EYR Registered person: Codicote Pre-School (CIO)

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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 make steady progress from their starting points across the curriculum. Children typically develop communication and language skills, including those who speak English as an additional language. All children learn to use new words and take part in conversations throughout the day. Children become increasingly confident in expressing their needs and interacting with others.

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Achievement Expected standard

Children build on key areas of learning as they move through the setting. They broaden their knowledge of the world and develop creativity and imagination, particularly through role play. Children show curiosity and enjoyment in their learning. They are motivated to share their ideas, for instance, as they create homes for ladybirds, gathering soil and leaves. They demonstrate positive attitudes and their understanding of how to care for living things.

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Achievement Expected standard

Children gain independence and confidence over time, which supports their readiness for school. They manage routines, make choices and engage in activities with increasing confidence. They are proud of their achievements and celebrate their successes.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established a positive environment with clear expectations and 'golden rules' for children's behaviour. Children understand routines and generally follow instructions, helping the day to run smoothly. Children behave appropriately, showing kindness and respect towards others. Leaders promote children's attendance effectively. They support families to ensure children attend regularly and benefit from established routines.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are warm and supportive. Children feel secure and respond well to guidance. Staff consider children's age and stage of development. They provide support to help them meet expectations, particularly during transitions and group times. When children with barriers to learning need further support to manage the routines, staff are responsive and supportive.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children begin to play collaboratively and get along with others. They take turns, share resources and join in with group activities, developing early social skills. However, staff do not consistently organise the environment to promote opportunities for children to work together and engage in sustained child-led play. As a result, some children play alongside others rather than together. They do not remain fully engaged in activities for extended periods.

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Children's welfare and wellbeing Expected standard

Staff typically meet children's individual needs through appropriate care practices. They know children well and generally respond to all children's needs attentively, including those with special educational needs and/or disabilities. Babies form secure attachments with their key staff, who respond sensitively and provide comfort and reassurance. This supports children to feel safe and settled.

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Children's welfare and wellbeing Expected standard

Children benefit from established routines, including sleeping, feeding and care practices, which staff follow well. Babies settle well to sleep, with cuddles and reassurance. Mealtimes are calm and sociable. Children are encouraged to be independent. For example, they serve food, wash their hands and manage their belongings.

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Children's welfare and wellbeing Expected standard

Children are generally supported to develop an understanding about their personal safety. They take part in outdoor play, develop coordination and learn how to keep themselves safe. Children balance and negotiate on obstacle courses and practise throwing and aiming with basketballs, for instance. Children receive support to recognise and express their emotions. They talk about how they feel and begin to understand what helps them to regulate, supporting their emotional wellbeing. Staff check in regularly and monitor how children are feeling. However, staff do not consistently embed and explain teaching and learning about healthy lifestyles to children. Therefore, children do not consistently develop a secure understanding of healthy choices.

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Curriculum and teaching Expected standard

Leaders have a clear and ambitious vision for the curriculum and understand the strengths of their provision. They reflect on practice and generally make appropriate changes that support all children, including those with barriers to learning. Leaders are developing the outdoor environment and enriching experiences to improve outcomes for children. The curriculum is broad and sequenced to support children to build knowledge and skills over time.

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Curriculum and teaching Expected standard

Children typically benefit from purposeful teaching, particularly in communication and language. Staff model vocabulary and support children to develop their speaking skills through songs and everyday interactions. They introduce mathematical concepts through practical experiences, such as counting scoops in the sand, using scales when making dough and exploring symmetry through creative activities.

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Curriculum and teaching Expected standard

Leaders prioritise the care and development of babies. Staff receive appropriate training to ensure babies are safe and their developmental needs are understood, supporting secure attachments and early learning. Across the setting, children develop positive attitudes towards learning. They show curiosity, enthusiasm and a willingness to join in, which supports their readiness for school. Transitions are smooth. Children move confidently between rooms and on to their next stage. However, staff do not fully support children to develop a consistent love of reading across the setting. This means children do not always develop a secure interest in books and stories.

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Inclusion Expected standard

Leaders promote an inclusive culture, where they welcome all children and support them to take part. They identify children's needs early through baseline assessments and ongoing observations. Staff work closely with parents and carers to understand children's starting points and share information that helps to shape support. Children with special educational needs and/or disabilities and children who speak English as an additional language benefit from reasonable adjustments and adaptations. Staff use resources and flexible routines to help children access learning and feel included. Leaders work in partnership with external professionals, such as specialist teachers and health professionals, to ensure strategies are appropriate and support children's development.

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Inclusion Expected standard

Children who are disadvantaged receive support through effective use of additional funding. Leaders provide exciting experiences and trips. All children enjoy visiting local sheep and watching chicks hatch. These opportunities broaden their interests and support their progress from individual starting points. Staff monitor and support children previously known to social care and those facing other barriers sensitively, with ongoing communication between staff and families.

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Inclusion Expected standard

Overall, leaders monitor children's progress and review the support given. They identify where further action is needed. Staff have started to develop their understanding of how to support children with barriers to their learning and implement strategies appropriately.

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Leadership and governance Expected standard

Leaders generally demonstrate an appropriate understanding of the setting's strengths and areas for development. They are reflective and typically take action to improve practice. For example, they have reviewed the outdoor environment and curriculum to better meet children's needs. Leaders make decisions in the best interests of children, including children who are disadvantaged, with special educational needs and/or disabilities or face barriers to learning. This ensures all children access a broad range of experiences.

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Leadership and governance Expected standard

Leaders work closely with families and external agencies, supporting children's needs and ensuring information is shared effectively. Parents and carers speak positively about the setting, particularly the communication they receive and how well staff know their children. They value the support provided and the support for their involvement in the setting's community.

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Leadership and governance Expected standard

Leaders prioritise staff wellbeing and workload. Staff feel supported through regular supervision sessions, clear communication and a positive team culture. Professional development, including training, observations and feedback, supports staff to develop their practice. However, leaders have not yet embedded some key aspects of their curriculum fully or enhanced staff's knowledge consistently in all areas.

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

Children arrive happily and settle quickly into the welcoming and nurturing environment, where they feel safe and secure. Children build warm relationships with staff, who know them well and respond to their individual needs. This helps children to feel a secure sense of belonging. Children separate from their families with increasing confidence. They are supported by effective transitions, home visits and communication with parents and carers. Discussions also help to promote the importance of regular attendance.

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

Children enjoy their learning and show curiosity in the experiences provided. Children join in with familiar routines, such as the 'hello song'. They grow in confidence as they respond to their name and take part in group activities. Children take pride in being chosen as the class monitor for the day, showing a sense of responsibility and self-esteem. They explore the inviting outdoor space with confidence, digging in the sand and investigating. Children benefit from opportunities, such as music sessions, visits to a farm and walks to see animals, such as lambs. Children talk about what they are doing, share ideas with their friends and develop confidence in their communication and language.

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

Children develop positive social skills. They follow routines, take turns and begin to collaborate with their peers. Children show kindness and respect and enjoy shared experiences, developing a sense of community. They receive support to be independent, use their own ideas and develop their physical skills through a range of experiences. Children, including those with barriers to learning and special educational needs and/or disabilities, take part in activities and make progress from their starting points. Children gain confidence and develop the skills they need for their next stage. They feel valued, included and able to thrive.

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Next steps

Leaders should embed teaching about healthy lifestyles more consistently to help children develop a secure understanding about healthy choices, self-care and their physical health. Leaders should promote a love of reading even further across the setting, to help children engage more deeply with books, stories and language. Leaders should improve the indoor environment to support more collaborative and child- led play that sustains children's interest and maximises their learning.

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About this inspection

The inspector spoke with parents and carers, leaders, staff 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

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Address:

St Giles Parish Centre Bury Lane Codicote Hertfordshire SG4 8XX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Codicote Pre-School (CIO)

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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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1 to 4

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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