Branston Little Pickles Pre School

Branston Little Pickles Pre School

Unique reference number (URN): EY563538 Address: Branston C Of E Infant School, Beech Road, Branston, Lincoln, Lincolnshire, LN4 1PR Type: Childcare on non-domestic premises Registered with Ofsted: 29/11/2018 Registers: EYR, CCR, VCR Registered person: Branston Little Pickles Pre School

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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

Leaders and staff create a calm, welcoming environment in which children thrive. Staff know and understand their roles and responsibilities and work together as a team. They have the same high expectations for all children and support them effectively according to their individual needs. Staff use strategies such as visual prompts, which enable children to follow the setting's rules and routines.

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Behaviour, attitudes and establishing routines Strong standard

Leaders are reflective and actively seek ways to improve the experiences for children. Staff know children well and give them opportunities to challenge themselves, offering support only when it is needed. This encourages children's confidence, resilience and ability to resolve issues. These skills can be seen throughout the children's play. Staff are excellent role models for children. They communicate calmly with kindness and respect. These values are reflected in the children, who work together to solve problems and help one another. For example, children use a sand timer to help them take turns and share toys fairly. Staff play and laugh with the children. They join in with singing and dancing and provide nurture when it is needed. Children learn about their emotions, and staff support them to think about their impact on other people and the environment. Staff work closely with parents to ensure they

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Behaviour, attitudes and establishing routines Strong standard

understand the importance of punctuality and regular attendance.

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Children's welfare and wellbeing Strong standard

Staff are highly responsive to the needs of all children, including those who face barriers to learning and wellbeing. They work closely with parents and external agencies to ensure children receive the right help at the right time. Children form warm, trusting relationships with staff and key people. As a result, children feel safe and secure and have a sense of belonging. For example, staff take time to sit and read stories to children who are missing their parents. A child who is not yet as confident as their peers enjoys helping their key person during snack time and happily pours drinks for their friends. Staff refresh activities between sessions, keeping children curious, engaged and motivated to learn throughout the day.

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Children's welfare and wellbeing Strong standard

Parents report that their children settle in quickly and establish good relationships with the staff. These secure relationships give children the confidence to explore, play and learn. Leaders prioritise children's safety and wellbeing. They review policies regularly and ensure that staff follow them consistently. Children learn about the importance of self-care, including healthy eating, hygiene and dental health. Safe eating practices are embedded, and staff are fully aware of how to keep children safe when sleeping. Children benefit from sports sessions with an external coach. Staff report that these have had a positive impact on children's gross motor skills, as well as teaching children how to keep their bodies healthy. Staff model labelling their emotions during group activities and encourage children to think about how they are feeling. Staff use these strategies sensitively during play to support

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Children's welfare and wellbeing Strong standard

children to manage their emotions and develop positive relationships with their peers.

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Inclusion Strong standard

Leaders and staff consistently make a positive difference to every child's learning and development. They have implemented effective assessments which ensure that children's needs are identified at the earliest opportunity. Targeted support and clear next steps that are understood and implemented by all staff help to bridge the gaps in children's learning. Leaders deliver highly impactful training to staff to ensure that there is a consistent approach to inclusion across the setting. They build strong relationships with external agencies, who they contact for advice and guidance. Parents report that they are included in this process and feel extremely well supported by the setting. One parent shared their experience by saying, 'They couldn't do any more to help my child.'

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Inclusion Strong standard

Leaders have a clear knowledge and understanding of how to secure the best outcomes for every child, including those with special educational needs and/or disabilities and those known or previously known to children's social care. Staff communicate with children in a range of ways, including now-and-next boards, photo prompts and Makaton signs to develop communication, language and understanding. All staff have high expectations for all children's development. They encourage children to try new things and plan opportunities for children to practise these skills in different ways. For example, one child was able to refine his gross motor skills by performing a pouring activity in the small-world tray with the support of an adult. He was then able to practise this skill using jugs and watering cans in the garden. Additional funding is used to provide sports coaching, cookery sessions and bucket therapy. These opportunities have a positive impact on children's listening, attention and

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Achievement Expected standard

Children make good progress from their starting points across the curriculum, particularly in communication and language. They develop the listening and attention skills they will need for their next stage of learning through carefully chosen books matched to their ages and stages of development. Children build knowledge and skills across all areas of learning through well-planned activities indoors and outdoors. During snack time, children have the opportunity to cut their own fruit with adult supervision. Following on from this, children use real food and child-safe knives in the role-play area and mud kitchen. This allows them to risk assess their own play, explore different textures and refine their fine motor skills. All children, including those with special educational needs and/or disabilities or those who may face other barriers to learning, are supported to achieve their next steps. However, staff do

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Achievement Expected standard

not consistently recognise opportunities to introduce and extend mathematical language during children's play. As a result, children do not make as much progress in this area as they could.

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Curriculum and teaching Expected standard

Staff ensure that every child has equal access to the curriculum. They make effective adjustments to ensure children with special educational needs and/or disabilities and those known or previously known to children's social care can access the same learning opportunities as others. Staff plan activities around the current topic so that children can connect their learning across all areas of the setting. Children enjoy revisiting a previous topic around life cycles and growing, which helps to embed their learning. They water the vegetables growing in their garden and show curiosity about how their food is grown. Children talk excitedly about the carrots they planted and why they need water to grow. Staff offer children varied experiences, including trying different foods, going out to visit the library, visiting an old people's home, and inviting visitors, such as a midwife, to come and talk about their jobs. This has helped the children to learn about their local community while

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Curriculum and teaching Expected standard

developing their social skills and confidence.

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Curriculum and teaching Expected standard

Staff extend children's learning well during adult-led activities. However, at times, staff interactions with children during free play are limited. They sometimes ask closed questions and do not extend children's learning as much as they could. Leaders have identified mathematics as an area of curriculum focus. They have started to put measures in place for this, and the consistency of mathematical interactions in the setting is starting to improve.

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Leadership and governance Expected standard

Leaders have a clear understanding of the setting's strengths and areas for development. They use assessments to notice areas of weakness in their curriculum and are proactive in taking steps to improve these areas. For example, leaders work with the primary school to provide training for their staff and plan to introduce a new maths programme to improve the quality of teaching. Leaders provide mentoring during staff meetings and appraisals and have also introduced peer-on-peer observations.

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Leadership and governance Expected standard

Staff feel valued and well supported. They speak positively about working at the setting and say that leaders care about their wellbeing. Leaders provide a calm space where staff can take breaks and complete work during the day, helping to reduce the need to take work home.

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Leadership and governance Expected standard

Leaders respond well to the changing needs of families. They work closely with parents to secure the best outcomes for children, including those with special educational needs and/or disabilities and those known or previously known to children's social care. Staff communicate through an online app, sharing updates about children's learning and development. However, not all parents have enough clarity about their children's next steps to enable them to work in partnership with the setting when supporting their children's learning at home.

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Leadership and governance Expected standard

During the inspection, leaders took immediate steps to strengthen their procedures for notifying Ofsted of significant events. This ensures that they will continue to meet the requirements of their registration in future. Leaders respond well when there are events, identifying measures to improve robust safety practices already in place even further.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children in this setting love learning. They have many opportunities to explore, be creative and develop their independence. Children settle in quickly and show high levels of wellbeing throughout the day. They are supported to understand the rules and behaviour expectations, and, as a result, they behave incredibly well. Embedded routines and visual timetables help the children to feel secure, knowing what will happen next and what they need to do. They build strong relationships with staff and happily approach their key person for a cuddle or extra reassurance. Children enjoy well-planned activities that match their interests. They

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About this setting

have opportunities to revisit learning, enabling them to develop their confidence and independence. Children visit areas in their local community. They also love welcoming visitors to their setting, and this supports them to develop their social skills. Children with additional funding receive individualised support which is tailored to their interests and needs.

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About this setting

Children develop a love of reading. They access books from different cultures, share stories with their friends and are read to by staff. Planned story times allow children to develop their listening and attention skills. Children revisit a 'book of the week' each day. They build on what they already know and learn new vocabulary from the story. This approach to reading has allowed children to learn repeated language from the book and build fluency when retelling stories. Younger children benefit from singing, playing instruments and listening to interactive stories. All children access these group sessions, which creates an inclusive atmosphere in which children thrive. Throughout the day, children have access to indoor and outdoor provision. Children are given opportunities to practise skills taught during adult-led activities. Children have an excellent start to their education and leave this setting with the

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About this setting

skills and knowledge they need to succeed in their next stage of learning.

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Next steps

Leaders should support staff to use high-quality interactions that develop children's thinking and extend their learning while they are in free play. Leaders should work to strengthen communication with parents so that they have a clearer understanding of their children's next steps in learning and can better support them at home.

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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs coordinator 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. Unique reference number (URN): EY563538

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Address:

Branston C Of E Infant School Beech Road, Branston Lincoln Lincolnshire LN4 1PR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Branston Little Pickles Pre School

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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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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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