Come and Play Pre-School

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About Come and Play Pre-School

Name Come and Play Pre-School
Ofsted Inspections
Address Methodist Church Hall, Penn Road, Hazlemere, HIGH WYCOMBE, Buckinghamshire, HP15 7LS
Phase Childcare on Non-Domestic Premises, Sessional day care
Gender Mixed
Local Authority Buckinghamshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are full of joy and excitement as they arrive at the pre-school. They feel safe and secure.

They respond warmly to nurturing staff, who know the children and their families well. Children display behaviour that is appropriate to their age and stage of development.All children enjoy access to the large outside area throughout the day.

They have plenty of opportunities to practise their physical skills. For example, children negotiate the balance bikes and demonstrate a number of ball skills, such as learning to use a bat and ball, and catching a range of balls. Children develop their early writing skills.
<>They make marks on the easel with paint brushes, while others make notes on clipboards as they pretend to be doctors in their imaginary play. Staff introduce children to new vocabulary and explain what words and phrases mean. For example, children are introduced to the pet tortoise and learn that the tortoise 'hibernates' and that a baby tortoise is called a 'hatchling'.

This supports children's developing communication and language skills.Children are learning to understand the language of emotions. They identify how they are feeling as they enter pre-school and snuggle into staff to read books that help them understand their feelings.

For example, children are able to identify happy, sad and angry, and staff use a range of props to support them to understand these and other feelings.

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

Staff have a good understanding of their curriculum and how children learn. They plan a rich and varied selection of well-organised activities to encourage children to explore and build on what they already know.

This helps children to make good progress.The manager has experienced challenges linked to recruitment of new staff. This is reflective of the national picture in the early years sector, as a consequence of the COVID-19 pandemic.

The manager undertakes regular supervisions and observations of staff. She regularly checks staff's ongoing suitability and workload and supports staff's well-being. However, there is scope for leaders to meaningfully engage with the workload of and pressures on staff, which the recent staffing situation has created.

Partnerships with parents are strong. Parents are confident in the knowledge that their children are happy, safe and well cared for at pre-school. Parents know their children's key worker and receive regular communication regarding their children's learning and development.

Staff ensure that children are supported to develop their growing vocabulary through songs and discussion. Books are placed in all areas, including outdoors, and are used regularly by children, who request staff read to them. There are numerous opportunities for children to express themselves creatively, such as using play dough and natural resources.

An effective key-person system is in place. Staff have a good knowledge and understanding of the children in their care and chat to children about home life and activities. For instance, staff discuss outside pursuits, such as going to the park at the weekend with older siblings, who staff know and refer to in their discussions.

The manager and her staff work effectively with other professionals to support children's learning. They listen to guidance and put plans in place to ensure that all children are making good progress in their development. In addition, good arrangements are in place to support children who speak English as an additional language.

Children are motivated to explore and investigate and, overall, show good levels of curiosity and concentration. However, the organisation of some times during the day could be further improved to ensure that children remain focused and engaged. For example, during some group activities, younger children find it difficult to maintain their interest as they listen to the sounds of letters, an activity that is too complex for their age and stage of development.

Staff support children to follow good personal hygiene routines. Children remember to wash their hands after outdoor play or before eating food. Staff discuss the benefits of leading a healthy lifestyle with children.

The children understand the importance of good oral health, exercise and drinking frequently to remain hydrated.Pre-school staff use their local contacts well to help children begin to understand different people and the world around them. In addition, children enjoy visits to the local library, as well as the church to attend celebrations, such as the harvest festival.


The arrangements for safeguarding are effective.The manager and staff understand their responsibilities to keep children safe. They undertake regular training.

The manager discusses safeguarding with staff at meetings and supervisions and tests knowledge through quizzes. She keeps staff updated about wider safeguarding issues. Staff have an accurate understanding of the signs that a child may be at risk of harm or neglect.

They know how to share these concerns and understand the importance of doing so promptly. Staff complete daily checks and risk assessments that help to provide children with a safe environment.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen the arrangements in place for leaders to engage with staff's workload, and the pressures on them created by the recent staffing situation, to enhance staff's well-being review the organisation and timings of group activities to ensure that all children, especially younger children, are consistently well supported.

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