Grange Pre School

Grange Pre School

Unique reference number (URN): 2781506 Address: Grange Park Community Centre, School Lane, Grange Park, Northampton, NN4 5FZ Type: Childcare on non-domestic premises Registered with Ofsted: 29/02/2024 Registers: EYR Registered person: Crofton, Sarah

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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 achieve well across the areas of learning. They arrive ready to take part and show curiosity as they explore the environment. They stay involved in activities and show determination when practising new skills. Children balance carefully along a beam, adjust their steps and try again when they wobble. When they pour water down guttering, they focus on controlling the flow and repeat the action until they succeed.

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Achievement Expected standard

Children communicate confidently. They talk about what they are doing, share ideas with friends and resolve small disagreements, such as when they both want the same coloured stamp. They move around the room with assurance, choose what they need and manage simple routines independently, including washing their hands after painting. They use the visual cards displayed around the room to guide their actions, such as following the steps for managing a runny nose.

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Achievement Expected standard

Children with special educational needs and/or disabilities, and those who speak English as an additional language, develop their skills over time because staff provide support that enables them to take part fully in daily learning. However, children who arrive later in the session after activities have begun, do not always access the full depth of learning intended during those moments.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff set high expectations and actively support children's social skills. Children benefit from positive relationships with staff, who act as calm and consistent role models. Staff address behaviour with a gentle tone and listen carefully to what children say. They teach children how to take turns, share and use polite language by modelling these behaviours clearly. When children find sharing difficult, staff recognise their feelings and guide them to think about what they can do to help. Children show consideration towards their friends, for example holding a friend's paper steady while they try to cut. They remain engaged in their play and cooperate with one another throughout the session.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff promote children's emotional development effectively. They use visuals and mirrors to help children recognise and understand feelings. Children feel safe, settled and emotionally secure, which reflects their positive attitudes to learning and play. Staff maintain consistent routines that help children regulate themselves and manage transitions calmly. Children respond to familiar cues, such as the tidy-up song, and begin to organise the room. At snack time, they know to wash their hands and follow the routine confidently.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor attendance closely and contact parents when children are absent. They explain the importance of regular attendance from the outset, although messages about punctuality are less consistent. Children who arrive late miss key learning during activities and established routines.

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Children's welfare and wellbeing Expected standard

Children are happy, settled and show emotional security within the setting. They know that staff are available to support them when needed and respond positively to the calm, predictable routines that help them feel safe and understand expectations. Children benefit from warm interactions, comfort when required and structured small-group experiences, such as 'bucket time', which help them develop attention and emotional regulation.

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Children's welfare and wellbeing Expected standard

Leaders use additional funding thoughtfully to strengthen children's wellbeing. They ensure that children have access to spaces that help them manage their emotions. Children take themselves to the sensory area when they feel overwhelmed, where they learn to calm down and process their feelings with or without adult support. Parents have positive relationships with their child's key person and have regular opportunities to share information and celebrate achievements.

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Children's welfare and wellbeing Expected standard

Children learn about healthy lifestyles through daily routines. They access outdoor play and develop independence in putting on coats, using the toilet and blowing their nose. Staff offer children water or milk at snack time, and parents receive guidance on healthy lunch boxes, including examples shared during play-and-stay sessions. However, messages about providing water in children's bottles are less consistent.

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Curriculum and teaching Expected standard

Children experience a curriculum shaped around what they enjoy and what they need to learn next. Leaders provide clear direction for the curriculum and teaching, ensuring that staff understand the learning sequence and implement it consistently across daily practice. Staff plan clear sequences of learning that help children build knowledge and skills over time. They draw on their understanding of child development to design activities that build progressively and support children's emerging abilities. Daily activities reflect children's interests, such as painting and early mark making, which support emerging writing skills. Staff introduce new vocabulary during play, including words such as 'squish' and 'squeeze', and model how to use tools, such as scissors, to develop fine motor control. Children revisit learning through stories, songs and conversations, which helps them recall and build on what they already know.

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Curriculum and teaching Expected standard

Staff use well-established assessment systems to understand what children know and what they need to learn next. They observe children regularly and talk with parents to gain an accurate picture of each child's development. Staff use this information to plan activities that extend learning. For example, when children show interest in dinosaurs, staff extend the activity to include sensory colour mixing linked to this theme. Staff tailor experiences carefully, so younger children and those with special educational needs and/or disabilities take part meaningfully.

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Curriculum and teaching Expected standard

Staff support communication and language effectively. They narrate learning, ask purposeful questions and give children time to respond. Staff weave mathematics into routines, such as snack time, but they do not yet embed mathematical thinking consistently in play.

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Inclusion Expected standard

Children experience an inclusive environment because staff recognise and understand their individual needs. Leaders identify emerging needs early and work with professionals to ensure that every child receives the right support. Staff support children with special educational needs and/or disabilities, and those with other barriers to learning, through targeted plans that reflect their strengths and next steps. Leaders use additional funding thoughtfully and seek ideas from parents and professionals when choosing resources that will make the greatest difference. They select items that help children regulate, communicate or join activities with confidence.

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Inclusion Expected standard

Staff build secure, trusting relationships with families. They share strategies used in the setting, such as visual now and next boards, gestures and picture cards, so routines remain consistent at home. These approaches help children understand what will happen next and reduce anxiety. Staff support children who speak English as an additional language by modelling language clearly and using visuals and repetition to help them build vocabulary and take part in conversations.

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Inclusion Expected standard

All children take part in daily routines, including handwashing, tidying and group times. Adults stay close and guide children with familiar phrases and visual cues, so they can participate successfully. Staff track progress closely and work with parents to make timely referrals when needed. While staff plan routines well, some children do not experience the full teaching sequence because they arrive after learning has begun.

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Leadership and governance Expected standard

Leaders are passionate about the care and education they provide and are committed to ensuring that early education is accessible to all. They work closely with parents and other professionals, offering practical guidance on potty training, developing independence and supporting learning at home. Parents speak positively about the setting and value the ideas staff share, such as using story sacks, practising zips or encouraging pouring activities to build children's confidence. Leaders ensure that children with special educational needs and/or disabilities (SEND) are identified early and work with families and external agencies to put effective strategies in place, helping children regulate, communicate and participate successfully.

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Leadership and governance Expected standard

Leaders maintain effective oversight of staff's practice. They hold termly supervisions and frequent discussions, which are manageable within the small team. Staff discuss children's progress, safeguarding concerns, training needs and improvements to provision. Leaders use a range of training providers to ensure that all staff meet requirements, including SEND and emotional coaching training, which strengthens daily practice and improves children's communication and emotional regulation. Leaders also monitor workload carefully, so staff have time to complete paperwork and attend regular meetings.

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Leadership and governance Expected standard

Leaders ensure that safeguarding works effectively and staff know how to report concerns. They evaluate the provision accurately and oversee the curriculum with clarity and purpose. They also work closely with parents to promote regular attendance. However, when some children arrive after activities have begun, they miss important parts of the routine and the learning intended during those moments.

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

Children arrive to a warm, welcoming environment where adults know them well and understand what helps them feel secure. They settle quickly because staff greet them with familiar routines and gentle reassurance. Children move confidently around the room, choosing activities that interest them and joining friends in play. They know that adults will listen, help and guide them when needed.

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

Children experience an environment where their individual needs are recognised. They use visual prompts, gestures and simple language cues that help them understand what will happen next. Children who are still developing their communication skills benefit from clear modelling and patient interactions, which help them take part in conversations and express their ideas. Those who speak English as an additional language hear new words used naturally in play and begin to use them themselves.

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

Children explore a range of activities that build on what they enjoy. They experiment with materials, practise new movements and revisit familiar experiences that help them grow in confidence. Children concentrate for sustained periods, whether creating models using LEGO or using their senses to explore the texture of jelly. They show pride when they master something new and often repeat actions to refine their skills.

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

Children behave well and respond positively to the calm, consistent approach from staff. They learn how to share, take turns and solve small disagreements with adult support. Children show kindness towards one another, offering help or inviting others into their play. Children feel safe and emotionally secure. They know where to go if they need quiet time and use these spaces to regulate their feelings. Children leave the setting as confident, curious learners who enjoy being with others and exploring new experiences.

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Next steps

Leaders should strengthen messages about punctuality so that the importance of arriving on time is clear and more children benefit from the full sequence of learning.

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Address:

Grange Park Community Centre School Lane, Grange Park Northampton NN4 5FZ

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Address:

Type: Childcare on non-domestic premises

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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

Leaders should embed mathematical thinking more routinely across play and interactions to deepen children's early number understanding. Leaders should ensure consistent healthy lifestyle messages, including expectations around water bottles, so parents receive clear guidance that supports children's oral health.

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About this inspection

The inspector spoke with leaders, 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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