Stretton Pre-school CIO Foundation(Main Street)

Stretton Pre-school CIO Foundation(Main Street)

Unique reference number (URN): 2815011 Address: Yaxley Amenity Centre, 48 Main Street, Yaxley, Peterborough, PE7 3LU Type: Childcare on non-domestic premises Registered with Ofsted: 22/11/2024 Registers: EYR Registered person: Stretton Pre-School CIO Foundation

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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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are consistently prioritised across the setting. Staff know children extremely well and use this understanding to provide calm, sensitive and highly responsive care. Nurturing interactions help children feel safe, secure and valued throughout the day. Staff support all children effectively to recognise and regulate their emotions. There is particularly strong support for children with special educational needs and/or disabilities. Leaders ensure all staff are aware of children's individual needs and triggers, enabling staff to respond swiftly to children's emotional needs. Children benefit from timely, well-matched interventions, including access to quieter areas and small-group support. This enables them to engage positively in learning and play.

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Children's welfare and wellbeing Strong standard

Well-structured daily routines promote children's independence, health and wellbeing. Children develop secure self-care habits through handwashing, toileting and toothbrushing routines. Leaders have incorporated a tooth friendly snack menu, to support children to make healthy choices at mealtimes. Children demonstrate increasing independence in serving food, pouring drinks and managing personal care.

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Children's welfare and wellbeing Strong standard

Children develop a strong sense of belonging within the setting. They learn to care for the environment as they tend to their vegetable garden. Children enjoy spending large amounts of time outdoors engaging in physical activities. For example, they regularly attend forest school sessions in the grounds of the local school. Staff use these experiences to support children's physical health and their understanding of the world around them.

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Inclusion Strong standard

Staff make a sustained difference to children with special educational needs and/or disabilities (SEND). They identify children's needs from the start and implement highly effective support and strategies. Staff use observations and assessments to inform support plans that are implemented swiftly. Leaders and staff work closely with parents to understand children's individual starting points and identify quickly any challenges they may face. Additional funding is used effectively to ensure it makes the best possible difference to children's outcomes.

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Inclusion Strong standard

Children's progress is monitored closely. Staff develop targeted plans so that learning is well planned and specific to each child's needs. They ensure inclusive practice by skilfully adapting their interactions and activities carefully so that all children can take part. Visual aids are firmly embedded into practice to support children with transitions throughout the day. Staff adapt daily routines to enable all children to take part in all aspects of the setting.

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Inclusion Strong standard

Staff work consistently well with parents, sharing strategies and resources to support children at home and in the setting. Parent feedback is highly complementary of the commitment from leaders. They comment on the additional support and advice provided. This helps parents feel included in their children's learning and helps children to embed their learning through a shared and consistent approach. Leaders and staff work closely with

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Expected standard

external agencies to ensure children with SEND or those facing other barriers to their learning, make the best possible progress.

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Achievement Expected standard

Children, including those with special educational needs and/or disabilities, those known (or previously known) to children's social care, and those that face other barriers to their learning make steady progress from their starting points. They gain the confidence and skills they need for their next stage of learning. For instance, children form friendships and confidently join activities with their peers. They become increasingly confident in their physical skills as they climb and balance outdoors. Children build strength and dexterity in their hands as they use tools such as pipettes to transport water from melted ice.

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Achievement Expected standard

Children are independent and manage tasks from a young age. For example, they know to wash their hands before eating and competently use cutlery at snack times. Children pour their own drinks and wash their dishes.

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Achievement Expected standard

Children are beginning to understand some mathematical concepts. However, opportunity to regularly practice and develop their mathematical knowledge and skills could be improved.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff create a calm and positive environment. The secure and trusting relationships between staff and children helps to support children's positive behaviour. Staff are good role models. They remain calm and respond to children's needs sensitively. Children learn to share, take turns and work collaboratively together. Overall, staff support children to manage their behaviour in ways that are appropriate to their age and stage of development. They use phrases such as 'kind hands' to remind children of their behavioural expectations. Stories are used to introduce concepts of behaviour and children learn to communicate their feelings and wishes as they discuss their different emotions. Staff use effective strategies to support children with special educational needs and/or disabilities to communicate their wants and needs.

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Behaviour, attitudes and establishing routines Expected standard

Children understand routines and respond well to guidance from staff. Picture timelines help children to understand what is happening next as they become familiar with the daily routine of the setting. Children display positive attitudes to learning and generally engage well. Leaders promote the importance of attendance and monitor it carefully. They work closely with families and offer support to ensure the best attendance for each child.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum that is sequenced well to support the needs of all children, including those who face barriers to their learning. Typically, this is implemented well. There is a focus on promoting children's independence and confidence that is taught particularly well. Children's communication and language skills are supported as they regularly listen to stories and sing rhymes. Children share their thoughts and ideas as they engage in discussions with staff. They are introduced to new vocabulary, such as 'melt' and 'heat' as they engage in exploratory play. Staff introduce some mathematical language during play, such as 'heavy' and 'light' and introduce some concepts of size. However, the curriculum for mathematics could be further strengthened to support children's knowledge and understanding of mathematics further.

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Curriculum and teaching Expected standard

Children develop secure relationships with their key person, who can explain what children's interests are. They use assessment effectively to identify children's next steps and incorporate these into children's play to ensure children make steady progress in their learning and development. Although leaders have a clear understanding of the quality of the curriculum and teaching and recognise that at times, not all staff are consistently secure in their practice, support for staff to extend and challenge children's learning even further is not yet established.

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Leadership and governance Expected standard

Leaders are dedicated to providing children with the best possible start. They work effectively with other professionals such as health visitors and local authority advisors to meet the needs of children with special educational needs and/or disabilities. They recognise the importance of smooth transitions to support children as they move to school. Close links with school staff are maintained, which allows information to be shared to support this process.

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Leadership and governance Expected standard

Staff provide parents with regular opportunity to meet and discuss their children's progress. In addition, they work closely with parents to raise their awareness and understanding of a variety of topics, such as online safety, healthy eating and toilet training. Secure relationships with outside agencies enable leaders to signpost parents swiftly, enabling parents to access additional support and advice.

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Leadership and governance Expected standard

Staff speak positively about their roles within the setting and confirm they feel supported in their work. Leaders place a strong emphasis on professional development and are committed to continuous improvement. They are reflective and identify where staff would benefit from additional training. Leaders provide staff with a wide range of training opportunities to develop their knowledge and skills further. For example, staff receive bespoke training and peer on peer observations. However, leaders do not consistently monitor the impact of this training on staff practice to ensure it is firmly embedded in practice.

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

Children receive a warm welcome from friendly staff as they arrive at this inclusive setting. Those requiring a little more reassurance receive support from their key person as they build their confidence. Children are excited to explore the wide range of activities available. They listen carefully to staff and generally engage well. For instance, they actively participate in whole group times, requesting songs and joining in with actions. Children make independent choices in their play. They move freely between the indoor and outdoor environments. Staff plan well to encourage children's physical activity. They beam with pride as they demonstrate their ability to manage risk, such as balancing on beams and jumping from tree stumps. For those less certain, staff offer a reassuring hand or advice to aid their balance. Children have opportunity to think for themselves and problem solve. They adjust guttering

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

to slow the pace of the water. This gives them time to collect it before it runs onto the ground. Staff remain close to offer praise and encouragement. This helps children to persist when faced with challenges. Children are confident. They enjoy activities that match their interests and staff typically interact well in their play to build on children's learning further. Children learn to do things for themselves from an early age. They independently see to their self-care, serve themselves snack and wash their dishes when they finish. All children, including those with special educational needs and/or disabilities, make steady progress from their starting points.

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

Leaders and staff have created a welcoming and social environment. Children of mixed ages play happily alongside each other and are supported to take turns and share resources. They form close friendships with their peers and invite them to their play. When minor disputes arise, staff are quick to respond and help children to find ways to resolve their disagreements. Children are learning the importance of caring for nature as they observe insects and create habitats for them.

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Next steps

Leaders should enhance staff's understanding and implementation of the curriculum for mathematics, to increase children's mathematical skills and knowledge. Leaders should strengthen the monitoring and impact of staff training and support, to further improve consistency in teaching.

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About this inspection

The inspector spoke with leaders, practitioners, special educational needs coordinator, parents and trustees 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:

Yaxley Amenity Centre 48 Main Street, Yaxley Peterborough PE7 3LU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Stretton Pre-School CIO Foundation

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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

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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