Frenchay Common Preschool

Frenchay Common Preschool

Unique reference number (URN): 2808503 Address: Old Frenchay Primary School, Bristol, BS16 1NB Type: Childcare on non-domestic premises Registered with Ofsted: 28/08/2024 Registers: EYR, CCR, VCR Registered person: Little Heroes Early Education 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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Achievement Expected standard

Generally, children spend periods of time purposefully participating in learning experiences. They enjoy stories, singing and collaborative role play, which increases confidence in rhyming as well as creating imaginative narratives with their friends. Children interact well with their peers through the planned curriculum and everyday experiences. For example, children play at the sand tray and begin talking about their past experiences. They are supported to build on communication skills by inviting others into their conversations by asking each other questions.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities, those who face barriers to their learning, and those known to children's social care, make sound progress from their starting points. Next steps are carefully identified and planned for. For example, children become motivated to practise their social skills through shared interests. Children feel settled because staff get to know them well through their settling-in period, where their individual family context and stage of development are explored with parents.

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Achievement Expected standard

Children are prepared for the next stage of their learning. They are very well supported to be independent and to be confident communicators, which sets them up well for school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff create a joyful and calm environment where children feel safe and secure. The key-person approach is well established. As a result, children demonstrate they feel settled and comfortable with the staff. Children generally get along with others. When instances of disagreements arise, some children are able to solve problems effectively themselves. Typically, staff notice when children need support with their behaviour. However, they do not consistently explain why behaviour needs to change. This means that children do not always develop their understanding of appropriate behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have an effective approach for ensuring good attendance. They follow up on absences in a timely manner with parents when children do not arrive as expected. Children have a positive attitude to their learning and understand the routine, needing little support from the staff.

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Behaviour, attitudes and establishing routines Expected standard

Staff mostly set out clear expectations, for example what it means to listen well during a story. Children know the rules of the setting well. They happily chant them so everyone can enjoy the 'Room on the Broom' story. Staff adapt their approach for children with special educational needs and/or disabilities. For instance, they encourage children to sit with a supportive adult for a shorter period of time during a group activity, building this over time.

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Children's welfare and wellbeing Expected standard

Leaders have ensured that the key-person system is effective. Staff develop positive and responsive relationships with children, which makes them feel safe. Staff know the children very well. This helps them meet individual needs, follow interests and respond consistently to each child.

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Children's welfare and wellbeing Expected standard

Staff promote children's understanding of how to keep themselves healthy. For example, they speak to children about being outside in the morning while it is cooler. Children begin to understand why wearing sun cream and hats in the sunshine is keeping them safe, and the importance of keeping themselves hydrated on hot days.

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Children's welfare and wellbeing Expected standard

Children are very independent, which is a direct result of staff having and setting out clear routines. Staff offer praise and encouragement to the children. For example, children automatically and independently wash hands before sitting down for a snack. Children have balanced lunch boxes brought in from home and socialise happily with their peers during mealtimes. Leaders are quick to adapt safer eating approaches and provide parents with essential information when needed.

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Curriculum and teaching Expected standard

Leaders review their curriculum regularly to prioritise children's learning. The curriculum is designed to offer a broad and balanced approach, with a specific focus on children's independence skills and preparing them for school. The curriculum supports children with special educational needs and/or disabilities. Children are encouraged to freely explore learning experiences in their own way. Staff support children to test out their ideas by asking open questions that prompt their thinking. For example, as children use their gross motor skills while painting, staff enhance the experience by introducing colour mixing. Children enthusiastically say that they have made the colour orange. Staff then use a stick to draw shapes for children to identify, building their mathematical knowledge and skills through everyday experiences.

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Curriculum and teaching Expected standard

Staff encourage children to work well with others. They share thoughts and test out their ideas, which supports children's problem-solving and critical thinking skills. For example, they help children work together to find ways to move water from one part of the garden to another using channels and containers. Staff support the children to be resilient when they face a problem and encourage them to try another idea. Staff plan engaging activities that support children's interests. However, on occasion, staff do not direct their interactions with children to ensure they meet the learning intentions and extend children's thinking.

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Inclusion Expected standard

Leaders are determined to ensure that all children reach their full potential. They collect evidence of children's learning and decide on next steps. This helps children succeed and ensures they get any extra support and funding they need. Leaders make effective use of additional funding to support children with special educational needs and/or disabilities. As a result, children typically make steady progress. Staff identify barriers to learning early. Generally, they work to reduce these with targeted support and reasonable adjustments. For example, when children need extra cuddles in the morning, they are offered that by the staff. Other children do better with one-to-one support and targeted activities.

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Inclusion Expected standard

Overall, leaders and staff identify and respond to children's individual needs well. For example, they provide other ways to communicate with children, such as picture cards, to support understanding. This ensures that children know they have a voice. Staff monitor children's progress and review it regularly. This ensures they continue to make steady progress from their individual starting points. Leaders ensure that assessment information is used well. This helps identify gaps in learning, which results in an adaption to planning and teaching.

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Inclusion Expected standard

Leaders and staff build positive partnerships with parents and other professionals. This makes sure children's next steps fit their needs. It helps them progress well and build important skills. This ensures that support is timely, consistent and effective.

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Leadership and governance Expected standard

Leaders are approachable and support staff wellbeing. They have regular supervision meetings with the staff and support them to carry out their roles. Overall, leaders prioritise staff development by ensuring they complete first-aid and safeguarding training. Staff attend training to further enhance their practice and improve outcomes for children. For example, staff speak positively of a recent 'theraplay' training course. This focus on continuous learning has enhanced practice and benefited children's development, including those with special educational needs and/or disabilities and those who face barriers to their learning.

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Leadership and governance Expected standard

Leaders have high expectations for children's development. They take swift action to put measures in place to support emerging needs of individual children and families. They generally have an accurate understanding of the setting's strengths and areas for development. This demonstrates their commitment to continuous improvement.

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Leadership and governance Expected standard

Leaders and staff create a culture that values engagement with parents and professionals. This includes daily conversations with parents, which keeps them updated on their children's learning and progress. Parents speak highly of the progress their children have made since starting the setting. They report the team have supported their children to develop and learn new skills. They feel informed through regular parent meetings with their child's key person.

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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 arrive at the setting happy, confident and ready to start their day. They have warm and trusting relationships with the staff, who know them well. Children feel safe and create strong relationships with their friends. They often look for each other to join in during learning experiences such as role play.

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

Children develop a love of books. They also invite the staff to read to them throughout the day. They practise good listening skills and excitedly join in with repeated phrases of a book they know well. They listen intently and join in where they can. Children explore the environment confidently, and enthusiastically take part in a range of different activities. They take ownership of their learning and run with their ideas. For example, when children climb into a water tray, they receive the support to explore the water in different ways, such as tapping the surface and watching the ripples.

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

Children listen well, follow instructions and are encouraged to be independent during their time at the setting. Through this, they gain useful skills in preparation for their next stage of learning. Outdoors, children are highly engaged in a range of activities that support their development. These activities promote physical coordination, control and encourage collaboration with others. Mathematical language and concepts are introduced through everyday activities. This includes shape, space and measure, as well as developing an understanding of number. For example, when children sit at the table for snack, they are asked to count the children and decide how many plates they need.

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

Children are thriving at the setting and attend consistently so they can benefit from the curriculum the setting offers. Children with special educational needs and/or disabilities thrive, particularly in their personal, social and emotional development and their

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Address:

Old Frenchay Primary School Bristol BS16 1NB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Heroes Early Education Ltd

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Address:

Register(s): EYR, CCR, VCR communication and language development. For example, during group singing time, children are offered a bag of song prompts so all children can be fully involved.

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Next steps

Leaders should establish a consistent approach to support children's behaviour effectively so all children understand what is expected. Leaders should support staff to engage in purposeful interactions with children to build on what they know already to deepen children's learning.

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About this inspection

The inspector spoke with leaders, practitioners, special educational needs coordinator and designated safeguarding lead 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.

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About this inspection

A quality assurance visit by an additional inspector was carried out at 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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