Seer Green Pre-School

Seer Green Pre-School

Unique reference number (URN): 2806139 Address: School Lane, Seer Green, Beaconsfield, HP9 2QJ Type: Childcare on non-domestic premises Registered with Ofsted: 04/10/2024 Registers: EYR Registered person: Seer Green 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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Children's welfare and wellbeing Strong standard

Leaders and staff hold high regard for children's welfare and wellbeing. This is promoted through positive relationships, consistent routines and the highly inclusive environment provided. Staff support children to take controlled risks, building on their coordination, confidence and resilience. When children use the balance beam or climbing wall, staff offer techniques and advice to ensure they disembark safely. Children are consequently building strength and balance while developing an understanding of how to keep themselves safe.

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Children's welfare and wellbeing Strong standard

Staff support children to express their feelings through the use of stories and props. They embed an inclusive approach to ensure children, who face barriers to their learning, are fully involved and thrive alongside their peers. Children are beginning to discuss using strategies, such as deep breathing and counting, to help them to remain calm. Staff use sensitive responses to help children develop a strong sense of belonging and build trusting relationships.

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Children's welfare and wellbeing Strong standard

Staff place important emphasis on healthy lifestyles. Children enjoy nutritious snacks and leaders work closely with parents and carers to ensure packed lunches are well balanced. Children have been taught to confidently wash their hands at appropriate times and manage their own toileting routines effectively. As a result, children develop a growing responsibility for their own health and wellbeing.

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Achievement Expected standard

Children achieve well from their starting points. The key-person system is effective in monitoring children's progress and ensuring any gaps in knowledge or skills are addressed in a timely manner. Staff support communication and language skills through modelling, use of stories, songs and rhymes. They play alongside children, narrating play and supporting them to understand new words. For instance, when discussing volcanos, staff talk about 'larva' and 'eruptions', helping children to deepen their understanding and extend their vocabulary.

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Achievement Expected standard

Leaders support transitions extremely effectively. Close partnerships with local schools ensure children are ready for their next stages in learning. Activities such as weekly trips to the school library and visits to watch school performances, allows children the opportunity to become familiar with their next environment. This is particularly effective for children experiencing barriers to their learning as anxieties are reduced and they begin to establish bonds with new staff before the school term starts.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have established positive relationships with families. They work closely with parents and carers to ensure regular attendance and to provide frequent updates on children's progress. This helps children to build firm relationships with their key person and ensures parents are well informed.

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Behaviour, attitudes and establishing routines Expected standard

Staff know children and their individual needs well. The have formed positive attachments and children feel secure. When children become dysregulated or overstimulated, staff offer alternative activities, such as reading a book or playing a game. This helps children to remain positively engaged in their learning and play.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have established consistent boundaries and expectations. They act as positive role models and encourage kindness and good manners throughout the day. Children enjoy the responsibility of tidying up the setting and they work collaboratively to make the setting a safe place for all to enjoy. At times, when children experience disagreements, they struggle to resolve these for themselves. Enhancing staff skills in teaching this area would help children to become more confident in dealing with minor conflicts effectively. This would further benefit their transition into their next stage of their learning journey and school life.

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Curriculum and teaching Expected standard

Leaders design an ambitious and engaging curriculum. They work hard to ensure children's curiosity is sparked and that they use their imaginations and creativity daily. For instance, having had a visit from the local fire service, children delight in putting out a pretend fire using spray bottles and launching wet cloths towards the chalk flames. Leaders use staff observations and assessments, as well as discussions with parents and carers, to find out what children already know and can do. This informs planning and ensures that activities build on children's next steps in learning. Staff amend practice to ensure that children facing barriers to their learning are fully supported in accessing the provision.

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Curriculum and teaching Expected standard

Staff generally support children's communication and language development. They narrate play and offer options to hold children's focus. However, at times staff do not consistently engage in high-quality interactions with children. Their questioning skills do not always extend children's thinking or target individual children's levels of understanding. Consequently, children are not always supported build on what they already know, develop their thinking and confidently share their ideas. This, at times, reduces the potential for learning and progress for some children.

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Curriculum and teaching Expected standard

Children develop their physical skills daily. They enjoy the challenge of the climbing wall, dig and build volcanoes in the sand pit and practise their drawing and cutting skills in the mark- making area. Staff weave mathematical concepts throughout the day, encouraging counting, sorting and the use of positional language during play. Staff are confident in teaching these areas.

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Inclusion Expected standard

Staff observe and assess children's progress over time. Careful monitoring of these allows them to identify any children who may be experiencing delays in their development or emerging barriers to their learning. Staff take swift action to address any additional needs. They talk to parents and carers and contact other professionals to seek advice. Staff work closely as a team to discuss strategies and techniques to help children with special educational needs and/or disabilities reduce the barriers to their learning that they are facing. Targeted support plans are in place and the impact of these are measured over time. Consequently, all children make sound progress at the setting.

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Inclusion Expected standard

Leaders ensure that staff access suitable training to help them support the individual needs of the children. For instance, training to help staff further understand how to make their practice conducive for neurodiverse children. Staff adapt the curriculum to ensure all children access the learning and experiences on offer. Leaders acknowledge the importance of carefully planning the use of any additional funding children may receive and carefully monitor the impact this has on individual's experiences and progress. All children feel welcomed, valued and supported.

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Leadership and governance Expected standard

The dedicated and enthusiastic leaders have a clear understanding of the setting's strengths and areas for future development. The setting has been running for many years and parents speak highly about the personalised support that they receive. Leaders are reflective in their practice and have a clear vision for the setting. They work closely with staff to provide a stimulating, inclusive environment for all children, where staff wellbeing is also considered a priority.

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Leadership and governance Expected standard

Leaders have responded to parents' and carers' feedback and introduced an additional parent telephone consultation mid-term, to help parents remain highly involved and engaged in their children's experiences and progress. Staff have embarked upon a wide variety of training opportunities to support their knowledge and skills. These include courses with a mathematical focus, which has resulted in staff embedding effective mathematical development opportunities for children throughout the setting.

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Leadership and governance Expected standard

Leaders appreciate that some staff need additional support to further develop high-quality interactions and to help children become more effective at managing minor conflicts. This reflective approach ensures a robust system for self-evaluation and ongoing improvements.

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Leadership and governance Expected standard

A programme of staff meetings, training, supervisions and an open-door policy has resulted in a team that are happy, valued and supported. Leaders acknowledge that training and support is required to improve the consistency of high-quality interactions between staff and children to develop teaching skills further. This positive regard for wellbeing ensures staff's ability to do their very best for the children in their care.

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

Children arrive at the setting with excitement. Families are greeted with warmth and care with staff talking to parents and carers to gather updates from home and to establish how children are feeling. Strong, positive relationships with parents supports children's sense of security and helps staff to impart pertinent information, such as the importance of attendance and punctuality. Children make sound progress from their starting points across all 7 areas of learning and parents feel supported in helping their children develop at home in partnership with the setting.

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

Children confidently wave goodbye to their parents, take care of their own belongings and place them away ready to start their day. They are keen to participate in well-planned activities that consider their interests as well as ages and stages of development. For instance, an interest in pirate stories leads to golden treasure being hidden in the sandpit for the children to use their gross and fine motor skills to find. As a result, children remain engaged and focused in their learning and play. Children are beginning to show an awareness of sharing and turn-taking. Staff model these behaviours and children typically behave with consideration for others. For example, when playing bingo-style matching games, children choose in turn and help their friends to select the corresponding picture cards.

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

Staff know children and their individual needs well. They adapt activities so all children, including those with special educational needs and/or disabilities, can fully participate. Staff slow down their speech so that children fully understand instructions and use musical instruments to give children, who find transitions challenging, fair warning that activities will soon be changing. They are sure to provide the children with high praise for efforts and achievements made. This nurturing approach supports all children to feel valued and gain a sense of belonging.

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Next steps

Leaders should further embed staff skills in teaching children to be proactive in managing their emotions and resolving minor conflicts for themselves. Leaders should strengthen the consistency of staff's high-quality interactions and questioning techniques to help children build on what they already know, develop their thinking and confidently share their ideas.

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Address:

School Lane, Seer Green Beaconsfield HP9 2QJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Seer Green Pre-School

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Address:

Operating hours: Monday,Friday : 08:50 - 15:10,Tuesday,Wednesday,Thursday : 08:50 - 17:00

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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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About this inspection

The inspector spoke to leaders, staff, children, parents and carers 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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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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