Golden Valley Preschool

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About Golden Valley Preschool


Name Golden Valley Preschool
Inspections
Ofsted Inspections
Address The Portacabin, c/o Peterchurch Primary School, Peterchurch, Hereford, HR2 0RP
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Herefordshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Community, friendship and warmth exude from this small rural setting. Children happily run in and greet their friends and staff alike. Children show care and consideration for each other and behave well.

They immediately settle to play and share their morning routine with staff. Staff expertly wait, listen and respond to children's narratives. Staff support children with their communication and language very well at this setting.

All children and staff use simple sign language during day-to-day interactions. This supports children's communication development from a young age. Children make very good progress from their... starting points in this area.

Staff support children's physical skills very well. For example, children manipulate dough with their hands. They pinch the dough, then use scissors to snip off small pieces.

They roll them into tiny balls, commenting proudly over what they have achieved. Staff support children to consider how to use scissors safely. Children open and close different fastenings on a large purpose-built fiddle board.

They slide locks into place. They use good hand-to-eye coordination to place hooks onto the eye and giggle loudly as they rattle the moving parts.

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

Staff teach children and families about the importance of keeping children healthy.

They recognise that many families live on a tight budget. Staff organise healthy weeks. For example, staff will prepare nutritious and well-balanced packed lunches and send home menu sheets.

Children sit quietly on the carpet and generally behave well at the beginning of a new term. Those who struggle a little are supported well by staff. Children happily sing and use actions to well know nursery rhymes in a small group using props and pictures.

At the end of the activity, the staff member expertly slows the pace, encouraging children to calm naturally.Children have plentiful opportunities to mark make. They use chalk and water to paint the wall outside.

However, the outside environment could be better organised to excite and enthral children. For example, a large outside tyre is available for children to crawl and clamber over, but it is filled with large plastic construction items. Children are asked not to climb into the tyre but cannot access the blocks.

This means neither block nor tyre is used.The highly knowledgeable, passionate manager, who cares deeply about her local community, incorporates this into the service she provides. Vulnerable children and those with special educational needs and/or disabilities make the best possible progress.

She works closely with a range of professionals to ensure children receive targeted support. This means all children receive the right support when it is needed.Children explore early mathematics through their play.

For example, a child remarks, 'I am really tall.' A staff member then encourages the child to compare her height with her friend by marking it on the wall with chalk. The child then explains, 'I am taller than her'.

Staff have a confident understanding of how to teach mathematics.The setting is a prominent part of the community. Through this, children learn about different occupations.

For example, trips to a farm, to the doctor's surgery and to the local church. The day centre in the village acts as a social hub for all members of the community and children often go to meet people in their village and join in celebrations. This means children are provided with broader opportunities and presented with new challenges.

The manager has a sound understanding of how to drive improvement in the setting. She can identify areas she could improve further and celebrates her strengths. Staff speak very highly of how she supports their professional development.

However, staff supervision does not always finely and precisely provide staff with a clear understanding of how they can improve their practice.Parents comment they are kept very well informed about their children's progress and current interests through daily chats and the setting's online learning tool. Relationships with parents are very strong.

Parents say their children make excellent progress and are well prepared for their next stage in education, including their move to school.

Safeguarding

The arrangements for safeguarding are effective.The manager has an exemplary understanding of and commitment to safeguarding children.

Her strong leadership in this area means she is not afraid to challenge and escalate concerns to external agencies, in her duty of care to children. She can answer a wide range of scenarios on what she would do if a child was at risk. She maintains excellent documentation and chronologies where needed and is extremely proactive in her interventions.

Staff can identify signs and symptoms that may indicate a child is at risk. They know what to do and who to report to should they have concerns about any other member of staff or manager.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review the curriculum for outdoor learning to further enhance and maximise children's learning in this area nensure staff supervision is sharply focussed so staff have a clear understanding of their strengths and weaknesses and how to improve practice.

Also at this postcode
Peterchurch Primary School

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