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Childcare on Non-Domestic Premises, Sessional day care
Highlights from Latest Inspection
What is it like to attend this early years setting?
The provision is good
Pre-school leaders put children at the centre of their work.
Children are extremely confident and content within their surroundings. They decide where to play with curiosity and ease. Children remember what they learn.
They use their knowledge to solve problems. Children access an exciting curriculum. For instance, they independently use warm water to melt the frost from their bicycles.
Children enjoy learning about different topics in great detail. For example, children learn about Italy. They paint the Italian flag, make pasta in the role-play restaurant, and pretend to be chefs as they make their own pizzas....
Children enjoy smelling and naming herbs. In addition, they develop their fine-motor skills when they chop their own food for the whole group to enjoy. However, at times, staff do not enhance children's mathematical development during tasks.
For instance, by talking about size, shape and counting as they cut the fruit and vegetables.Children form safe and secure relationships with each other and staff. They behave consistently well.
Children help those that are younger carry out routines, such as tidying up at the end of an activity. Children enjoy the praise they receive from staff and are proud of their achievements. They have a go at tricky tasks and show positive attitudes towards new activities.
For example, young children persevere when peeling their own orange for snack.
What does the early years setting do well and what does it need to do better?
Managers have secure knowledge and intentions of what they want children to learn and achieve. They strive to provide children with the skills they need to flourish in their lives.
Not only are children fully supported with their transition to school, they gain independence and know they are valued. Staff give children choices throughout the day and respect their wishes. Managers coach staff through robust supervision techniques to provide children with stimulating experiences, both inside and in the outdoors.
Leaders ensure that the development of children's speech and language skills is prioritised. Older children confidently identify some letters, sounds and rhyming words. Partnerships with the local school have enabled the transition to school to be smooth.
Staff identify any speech and language concerns they may have about children and intervene effectively. They work closely with professionals, such as speech therapists, to help children develop their talking skills.Staff build on activities the children have enjoyed.
On occasion, some children are not challenged in line with their individual abilities. For example, children of varying ages are all asked the same questions. Children sometimes become disengaged if the activity is too difficult or too easy.
That said, children love to investigate and develop their scientific skills. They enjoy interesting experiments, for example, they make rainbows and clouds in water, they ask sensible questions about textures and colours.Staff endeavour to use children's interests around the setting to encourage progress in all areas of learning.
Additionally, they encourage non-stereotypical play. For instance, girls and boys play in the construction area, building castles for the princess. Staff spend time with children to explore what makes them unique and the differences people may have.
They discuss people in their families and learn about a range of people in the wider community. Managers have good links with community members. Children have enjoyed learning about people that keep them safe when the police and fire service attended.
Furthermore, guests come into setting to read from the Bible and sing songs, which children thoroughly enjoy.Partnerships with parents are well established. There is a consistent two-way flow of information regarding children's well-being and development.
Parents comment highly on the progress their children make in the setting and the support they receive from all members of the team. The key-person system is especially effective and is adaptive to suit the relationships needs of each child. Staff show interest in children and have a full understanding of their individual wishes.
The arrangements for safeguarding are effective.Managers and staff are fully aware of the signs and symptoms that would cause concern for a child's welfare. They know their responsibilities in reporting and safeguarding children.
Staff complete regular child protection training and hold paediatric first-aid certificates to ensure they can attend to accidents and emergencies. Staff have regard to the 'Prevent' duty and wider safeguarding concerns, such as drug trafficking and extreme behaviour. Children access a safe and secure environment.
Managers and staff identify and remove any risks effectively. Children are supervised by well-deployed staff at all times.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should: nensure all children are consistently engaged in learning experiences suited to their individual stages of development develop techniques to support children's mathematical skills during all aspects of play.
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