Honeypot Gainsborough Pre-School

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About Honeypot Gainsborough Pre-School

Name Honeypot Gainsborough Pre-School
Ofsted Inspections
Address Charles Baines Community Primary School, Baines Road, Gainsborough, Lincolnshire, DN21 1TE
Type Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Lincolnshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy to arrive at this welcoming pre-school.

They demonstrate a good understanding of routines in the day. Children hang their coats and wash their hands when they arrive.Staff have high expectations for children's personal development.

They provide opportunities for children to stand in front of their peers to show them how to do the actions to favourite nursery rhymes. Children are confident, demonstrate a sense of achievement and have a positive attitude to these experiences. They behave well.

Children enjoy being physically active in the new outdoor area. They catch balls, run with their frie...nds and show good balance and coordination when they jump across stepping stones.Children demonstrate that they feel safe and secure.

Since the COVID-19 (coronavirus) pandemic, the manager has made changes to how she provides visits for children and their families before they attend the pre-school. She invites them to view the pre-school when other children are not present. This enables children to become familiar with the environment and gives parents an opportunity to share information about their child's learning and care needs.

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

Staff help children to develop their mathematical skills. For example, they show children how to use a ruler to measure how far they can jump. Older children begin to recognise numbers and distance.

The manager shares information about children's achievements with other early years settings they also attend and with schools when children move on. This helps to promote consistency in children's learning.The manager, special educational needs coordinator and staff support children with special educational needs and/or disabilities well.

They put targeted plans in place and work closely with parents and other professionals to support children's individual needs.The manager and staff use additional funding to provide a curriculum that offers children opportunities to extend the experiences they receive at home. They ensure that all children have opportunities to join in virtual music sessions and activities to develop their physical skills.

This helps to close any gaps in children's learning.Staff help children to learn skills they need in preparation for their move on to school. They encourage all children to be independent.

Younger children use a step to reach the sink to wash their hands. Staff encourage children to manage their clothing when they use the toilet.Staff support children to develop their imaginative skills.

When children act out favourite stories, staff repeat familiar phrases from the book. This helps children to follow a narrative and to secure their understanding of the story. However, occasionally during children's play, such as when they see an aeroplane, staff do not follow children's interests to expand their knowledge further.

Staff provide opportunities for children to learn how they can keep themselves safe when they ride a bicycle. Children say that if they wear a helmet, 'it keeps you safe'. However, staff have not identified ways in which they can help children to learn about potential dangers when they use technological devices to access the internet.

Staff promote positive behaviour. For example, they remind children to listen to others. Children learn to take turns in conversations.

Staff help children learn to share as they ask them to take turns when they use musical instruments.The manager supports her staff well. She invites them to attend supervision meetings to reflect on their practice and identify how they can continue to support children's learning.

Staff attend training courses to deepen their understanding of how to support children's communication and language skills. For example, when children use spades to fill buckets with soil, staff use words such as 'you are scooping'. This contributes to children's understanding of words that link to their actions.


The arrangements for safeguarding are effective.The manager and staff have a clear understanding of their safeguarding role. They know what to do if a child may be at risk of harm and how to report any concerns.

The manager works closely with other agencies and professionals to promote the safety and welfare of children. Staff regularly clean the toys and equipment. This helps to provide a safe environment for children to play.

The manager checks staff's ongoing suitability to work with children. This helps to ensure that adults who work with children are suitable to do so.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove staff's understanding of how to help children to become aware of potential risks when they use technological devices to access the internet strengthen staff's interactions with children to help them to extend and build further on children's immediate interests.