Pied Piper Pre-School

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Pied Piper Pre-School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Pied Piper Pre-School.

To see all our data you need to click the blue button at the bottom of this page to view Pied Piper Pre-School on our interactive map.

About Pied Piper Pre-School

Name Pied Piper Pre-School
Ofsted Inspections
Address Portacabin, Earls Barton Junior School, Broad Street, Earls Barton, NORTHAMPTON, NN6 0ND
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority NorthNorthamptonshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and settled in this welcoming pre-school. They develop secure attachments to the staff, and are confident to join in with their friends and to try new experiences. Staff get to know each child well and have very positive partnerships with their parents and carers.

This results in children receiving a consistent approach to their individual learning and care needs. Staff have high expectations for all children. They quickly identify any gaps in children's learning and implement strategies to support them to make the best progress they can.

Staff use what they know about each child to plan a good range... of activities that reflect children's interests and the next steps in their learning. Children are eager to take part in activities that link to their favourite stories. They use play dough to make pretend cakes for a tea party.

Children look for specific shapes to decorate paper buns during a craft activity and they write shopping lists. These activities promote their imagination, their ability to skilfully handle and manipulate objects in their hands and their awareness of mathematics.Children's behaviour is very good.

They listen and respond to the clear and consistent reminders given by staff about how to stay safe, be kind and share. Children clearly demonstrate a positive attitude to their play. They are highly motivated to explore, and they engage in detailed conversations with staff.

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

The manager works very well with the staff team to continually reflect on how they interact with children. They change the way the activities are set out according to children's different interests and needs. For example, a quiet reading area is available where children sit comfortably to look at books independently or with staff.

There are photographic visual cues displayed to help children to communicate and to indicate what they want.The management team shows a positive approach to improvement. Since the previous inspection, the team has implemented effective ways to ensure that all committee members are known to Ofsted and that they have the required suitability checks completed.

The manager shares tasks with both deputies and they work very well to support one another. Staff workload is managed effectively with all key persons having allocated time for the observation, assessment and planning for their key children.Teaching is good.

Children benefit from positive interaction from all staff during their play. Staff ask children about what they are doing and help them to recall past events from home. However, occasionally, staff ask too many questions in quick succession.

This does not allow children enough time to think about what they want to say in response.Staff are enthusiastic and show children how things work. They give lots of praise for children's efforts.

For example, they help them to learn how to use a large see-saw by balancing the number of children sitting on either side. However, sometimes, rather than supporting children's deeper thinking about how they can solve problems for themselves, staff do things for them.Staff know the children well.

They find out about their experiences at home through working closely with their parents. Planned activities widen these experiences and contribute to their future learning. For example, children visit the local cafe for milkshake and cake, and they go shopping for the food for their snacks.

Children learn to show respect for each other and how to recognise their feelings. Staff support them sensitively and know those who require extra help. Staff work to higher than required ratios.

This enables them to spend time with children, notice those who are not busy with activities and support them effectively.Children are increasingly independent. They choose what they want to do and when they have their snack.

Staff support them to serve themselves and pour their own drinks. Children enjoy playing outside in the fresh air where they climb, use ride-on vehicles and large construction toys.


The arrangements for safeguarding are effective.

All staff know the signs that may indicate a child is at risk of harm. The manager ensures that staff keep their knowledge up to date. Staff understand how to identify and report concerns.

When appointing new staff, the manager follows thorough recruitment processes to ensure that they are suitable. Existing staff make regular declarations of their ongoing suitability.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: focus more precisely on giving more time for children to consider their responses to questions before moving on with conversations make the most of opportunities that arise during play and activities to extend children's deeper thinking and problem-solving skills.

Also at this postcode
Earls Barton Primary School Happy Hols Ltd

  Compare to
nearby nurseries