Gravenhurst and Villages Pre-School

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About Gravenhurst and Villages Pre-School

Name Gravenhurst and Villages Pre-School
Ofsted Inspections
Address Orchard Close, Gravenhurst, BEDFORD, MK45 4JF
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority CentralBedfordshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is outstanding

Children thrive at this exceptional pre-school.

Their learning needs and well-being are at the centre of everything the staff do. Children are confident, talkative, and clearly enjoy being in this nurturing, home-from-home environment. They enjoy the company of their peers as well as time playing and learning on their own.

Children run around in groups as they deeply immerse themselves in imaginative play. Other children become absorbed in creative activities; they are quiet and need no involvement from anyone else as they concentrate. Children clearly feel safe, happy and secure and build the most secure attach...ment to their key persons.

The behaviour of all children is exceptional.The highest priority is given to children's health and well-being. All children choose to spend considerable amounts of the day outdoors.

The inspiring natural areas entice children to look for wildlife, such as birds. Children appreciate the beauty of the natural world and become excited as they see, for example, one daffodil in full bloom. Children need few man-made resources; they choose to use sticks for digging holes.

They work together exceptionally well as they discuss how the hole could be a house and what materials would be good for a roof.

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

The inspirational manager and dedicated staff team have a clear vision for what they want children to achieve. They strive to ensure that all children become confident and curious and develop a love of learning.

Managers construct a curriculum that is ambitious and consistently embedded across the pre-school. As a result, all children, including those with special educational needs and/or disabilities (SEND), make very rapid progress.Learning opportunities are expertly interwoven throughout the daily routine and activities.

Children choose a number and count out the corresponding pieces of fruit for snack. Numbers on shelves help children to understand how many of each item should be there at tidying up times. As children move through the pre-school, their learning is continually extended and developed.

Older children display this as they precisely explain the meaning of mathematical symbols, such as add, subtract and equals.Children with SEND are superbly supported to learn and develop. The manager and staff think carefully about how they can precisely meet each child's needs, even before they start to attend.

They installed an outside cabin in anticipation of children needing a secure, sensory space tailored to their educational needs. Each child with SEND has a highly motivated key person, who expertly implements their individual education plan. Every small achievement children make is praised, shared and celebrated by all.

Partnerships with parents are exceptionally strong. Parents have the utmost praise for the pre-school and staff. Due to the COVID-19 pandemic, parents do not routinely enter the building when they bring and collect children.

Despite this, they say that they are very well informed about their children's progress and next steps in learning. Staff listen to parents, value their input and see them as partners. They give them constant support and ideas of how to complement their children's learning at home.

Staff maximise every opportunity to speak with children, using a rich range of vocabulary and language structures. They pause during stories to give children time to express their views and implement their deep knowledge of the world. Staff skilfully ask children questions to help develop their critical thinking and problem-solving skills.

Children hold mature, in-depth conversations with adults and each other. These high-quality learning opportunities support children to become eloquent communicators.The highly qualified manager has embedded a rigorous system to support and monitor the development of staff.

She takes immense pride in her team. The manager coaches and mentors staff to help them confidently perform to their full potential. She observes staff teaching and strives for excellence for children.

The senior team meet regularly with staff to discuss their progress and general well-being. Staff say that they feel highly valued and supported in their role by the manager and their colleagues.


The arrangements for safeguarding are effective.

The manager and staff give the utmost priority to children's safety and well-being. Safeguarding policies and procedures are very well understood. As a result, staff are highly confident in what they must do should they have any concerns about children's well-being or the conduct of their colleagues.

Staff are also aware of wider safeguarding issues, such as how families may become exposed to radical or extreme views. Managers provide new staff with a thorough induction around safeguarding and child supervision responsibilities. The open communication between staff and the provider promotes effective information sharing, as staff feel listened to and respected.

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