Barn Close Pre-School

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About Barn Close Pre-School

Name Barn Close Pre-School
Ofsted Inspections
Address Quaker Meeting House, 109 Handside Lane, Welwyn Garden City, Hertfordshire, AL8 6SP
Phase Childcare on Non-Domestic Premises, Sessional day care
Gender Mixed
Local Authority Hertfordshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are secure and happy. They are warmly welcomed into the pre-school by staff who they know well and are excited to see.

Children are busy as they play with their friends in all corners of the pre-school. They learn about nature. For example, they learn how to grow and water plants and spot birds in the garden.

Children are learning how to think scientifically and observe changes in their environment. This helps them to understand the world around them. Children have a structured routine.

They feel safe and secure as they join in with familiar staff and their friends. Staff support children to share and... take turns. When children struggle with their feelings, staff provide swift support.

As a result, the environment is calm, and children behave well. Children's social and emotional development is promoted particularly well. Staff know that if children feel happy and safe, they are better learners.

Children go to staff for cuddles and reassurance. Children are learning to be independent. They make choices about what to play with and eat.

Staff encourage them to express their likes and dislikes.

What does the early years setting do well and what does it need to do better?

The manager and staff team share a clear intent for their curriculum. They support children to become independent, confident and resilient learners.

For example, all children have a go at getting dressed and putting on their shoes. Consequently, children feel competent and self-confident.The manager and staff team have strong relationships with children and know them well.

Staff plan activities that build on what children understand and can do. They share children's next steps with each other effectively. As a result, children are challenged, and the curriculum is ambitious.

The manager and staff plan a varied and interesting curriculum based on the children's interests. Children enjoy a wide range of enriching activities both inside and outside. They hunt for bugs, explore ice and pour water.

All children are engaged in their play.Children are sociable and talkative because staff chat to the children in a positive way. However, not all staff develop children's language as effectively as others.

As a result, children's experiences vary throughout the setting.Partnerships with parents are strong. Parents are happy with their children's experiences at the pre-school and report that their children make progress.

Staff communicate with parents effectively. They share what children have learned and what they need to learn next. Consequently, parents understand what children are learning and children have continuity at home and at pre-school.

Children's physical development is supported well. They join in with yoga, climb in the garden and enjoy making marks on whiteboards throughout the day. They listen and respond to music.

Children have free-flow access to the outside space at all times.The manager and staff team support children to learn about other cultures. They ensure that the children learn about the different home languages and cultures of children in the setting.

This includes reading bilingual stories and having visitors who speak different languages. As a result, all children, including children who speak English as an additional language, feel valued.The manager and staff are reflective of their practice.

They plan and attend training to help support children's learning.The manager and staff team help children to learn about British values. There is a culture of fairness and sharing in the setting.

Children are polite and take turns. They know that everyone is valued and show respect for each other.


The arrangements for safeguarding are effective.

The manager and staff team have a strong understanding of how to keep children safe from harm. They understand the signs and risk factors of abuse and know how to report their concerns. Staff know the procedure to follow if they have concerns about another adult in the setting.

The provider follows safer recruitment procedures to make sure that staff are suitable to work with children. The manager and staff team have a clear knowledge of safeguarding issues, including the 'Prevent' duty.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: build on the good teaching in place to help all staff develop children's communication and language skills even further.

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