|Name||Yateley Community Pre-School|
|Ofsted Inspection Rating||Good|
|Address||Cranford Park Drive, Yateley, Hampshire, GU46 6LB|
|Type||Childcare on Non-Domestic Premises, Full day care|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (23 September 2019)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
What is it like to attend this early years setting?
The provision is good
The manager is a well-qualified, knowledgeable and passionate early years practitioner. She focuses on ensuring that every child progresses well from their unique starting points. For instance, staff support children who speak English as an additional language to hear and build upon words in their home language as well as English, to help support good language skills. The kind and caring staff prioritise children’s welfare and emotional security. Staff develop positive relationships with children. This helps children to feel safe, secure and ready to learn. Children are extremely confident and happy as they arrive and are keen to take part in activities. They behave very well. Staff act as positive role models, which helps children to learn respect for others and how to share and take turns. They praise children’s good behaviour, which supports their confidence and self-esteem. The manager and her committed team strive for continual improvement and identify key areas to develop. For example, they have introduced many more natural resources and ’loose parts’, which has encouraged children’s imagination and creativity. Since the previous inspection, staff have worked hard on improving the outdoor area. Children show great delight as they carefully balance across wooden planks and climb across apparatus.
What does the early years setting do well and what does it need to do better?
Effective systems for performance management are in place and staff are monitored regularly. Staff are able to complete various training to support them in their roles. This effective programme of professional development helps staff to improve their knowledge, understanding and practice. Staff praise the manager for her swift action taken to help reduce staff workload. This helps to boost staff morale and promote good teamwork.The manager and staff monitor individual and groups of children, including those who have identified needs. They target appropriate interventions to help narrow the gap in development. For instance, daily intervention group sessions help to promote children’s speech and language.Staff promote children’s communication and language development well, for example, through listening to engaging stories and singing imaginative songs. Children demonstrate this as they enjoy using props to act out a popular gingerbread story. Staff extend their interest by providing a spontaneous baking activity. They model words such as ’stir’ and ’knead’ to describe children’s actions as they mix ingredients together to make their own gingerbread biscuits.The pre-school provides a stimulating and attractive learning environment for children to play in. The outdoor area is extremely well planned and includes a natural garden, planting and growing areas, water wall and mud kitchen. Children develop strong independence skills. For instance, they choose where to play, when to have snacks and are able to change their shoes for outdoor play. Although staff encourage good hygiene and healthy eating, they do not consistently use daily routines to enhance children’s understanding of what foods are healthy and the importance of leading a healthy lifestyle.Staff at the pre-school have formed good links with staff at the attached school to support a steady transition for children moving on from pre-school to Reception class. For example, children enjoy using the school hall for parachute games and squeal with delight as the parachute moves their hair. This helps children to become familiar with the school grounds.Partnerships with parents are strong. Staff regularly share children’s development records and give parents helpful ideas for how they can support children’s learning at home. Parents appreciate the opportunities their children have to learn about nature. For instance, children learn about life cycles and how a caterpillar makes a cocoon and turns into a butterfly.Staff plan experiences ’in the moment’ that, largely, expand on what children know and enjoy. They have a very good knowledge of child development and understand how to provide learning opportunities to motivate children successfully. For example, staff support children to develop their small-muscle skills as they squeeze and release a paint bottle during a colour-mixing activity. However, staff have not fully considered ways to consistently engage younger children during group activities to help them remain fully involved and interested.
The arrangements for safeguarding are effective.The manager and staff are confident of their roles and responsibilities to protect children’s welfare and to keep children safe from harm. They know the signs of abuse and how to report any concerns. The manager and staff ensure that their knowledge is up to date, for example, by completing local safeguarding training. Staff know what steps to take should there be an allegation against a member of staff. Robust recruitment and vetting procedures are followed to ensure that staff are suitable for their roles.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should: nenhance children’s understanding of the benefits of eating healthy food and the importance of leading a healthy lifestyle even further consider further ways to help younger children to remain consistently engaged during group activities, to help them stay interested and involved.