|Name||Happy Hedgehogs Pre School|
|Ofsted Inspection Rating||Good|
|Inspection Date||11 September 2019|
|Address||Sir John Moore Foundation, 101 Top Street, Appleby Magna, SWADLINCOTE, Derbyshire, DE12 7AH|
|Type||Childcare on Non-Domestic Premises, Full day care|
What is it like to attend this early years setting?
The provision is good
Children arrive at the setting happy and enthusiastic to see their friends. They burst into the setting with excitement and separate from their parents and carers with ease. Staff provide a learning environment that is welcoming, stimulating and thoughtfully presented. Children relish the freedom of the outdoor area. They test their physical skills and coordination as they balance, climb and carefully whizz around on their pretend motorbikes. The well-qualified staff follow children’s interests and encourage them to persist when they encounter difficulties. For example, when children get their bike stuck in a hole, they quickly offer guidance to support children to manoeuvre themselves out independently. Consequently, children show they are highly motivated learners who feel safe and secure to confidently explore the indoor and outdoor environment. Children form secure attachments with all staff. Babies who are new to the setting are met with lots of cuddles from attentive staff. Parents are warmly welcomed and comment that they feel valued and listened to. Staff use information gathered from parents to help new babies to settle. For example, they learn how parents settle their baby to sleep and mirror this. Both providers of the setting, who are also the day-to-day managers, are highly ambitious. They know the community and parents extremely well. They strive to provide childcare that meets the differing needs of their parents. For example, they offer a range of childcare packages to suit the needs of parents that work shifts and those that may be teachers. This flexible approach is unique and helps the setting to be inclusive.
What does the early years setting do well and what does it need to do better?
nManagement are reflective and have high expectations of themselves, the staff and children. They share their vision and goals with all staff. Management listen to the ideas of staff and take on any feedback provided. They discuss with staff how they plan for children’s individual needs. Day-to-day discussions, staff meetings and regular supervisions help keep staff motivated. Staff comment that they feel appreciated and looked after.nStaff have improved their knowledge of how to accurately assess children’s learning and identify their stage of development. They know children well and understand what they need to learn next. However, at times, some children are not as effectively challenged as they could be. For example, during freely chosen activities, the most-able children show that they can write their own name and can recognise numbers up to 10. Staff miss opportunities to further build on their existing skills and extend their learning.nStaff provide plenty of opportunities for children to develop their independenceand self-care skills. For example, they select their own fruits and vegetables from the ’pre-school café’ and change out of their indoor shoes to their outdoor shoes.nGood links with the local host school support children to be ready for their move on to school. Staff find out about the school’s expectations for children moving up and share these with children and parents. Staff working with older children carefully plan a routine and activities that will support them and helps to prepare them emotionally and developmentally for the move.nStaff listen attentively to children and genuinely enjoy playing alongside them. They promote children’s communication and language skills particularly well. They read stories to children, sing nursery rhymes and provide narratives for younger children’s play. Children are introduced to many new words and have a wide vocabulary.nChildren behave well. Staff provide children with clear and consistent messages about how to play safely and kindly together. For example, children follow guidance from staff and adhere to safety boundaries to help them avoid obstacles when using toys in the garden.nChildren that the setting receives additional funding for have good opportunities to reach their potential. Management and staff work hard to identify innovative ways to further support children’s learning and close any gaps in their development. This has extremely positive outcomes for the children.nStaff do not provide enough opportunities for children to learn about and value their similarities and differences.
The arrangements for safeguarding are effective.Management have a robust understanding of their roles and responsibilities in helping to keep children safe. They implement solid recruitment procedures to ensure that all staff are suitable to work with children. Management and staff have a good understanding of how to recognise and respond to any signs of abuse or extremist behaviour. They are aware of how to pass on concerns to the relevant agencies.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should:nenhance teaching during children’s free play to help build on children’s existing skills and provide challenge, specifically for the more-able childrennhelp children to learn about and celebrate their own uniqueness and those different to themselves in order for them to develop a deeper understanding about different cultures and religions.