Our latest inspection by Ofsted was in November 2017 our staff and setting achieved a GOOD grading
Below is the main body of our recent OFSTED report. You can find a full copy of the report on the Ofsted website http://reports.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/CARE/EY332221 and in preschool on the parent table.
How well the early years provision meets the needs of the range of children who attend. This is good
- Summary of key findings for parents This provision is good
- Staff know children very well. They interact meaningfully with them and support them to learn and make good progress from their starting points.
- The environment is thoughtfully prepared and set up for children each day. Children are curious and motivated learners. They quickly become absorbed in their play.
- Children feel happy and settled in this welcoming and friendly pre-school. Staff form close bonds with children and respond well to their individual needs and wishes.
- Children’s independence is well promoted. Staff support children to develop important skills that prepare them for school and the next stage in their learning.
- Children are well behaved. Staff give children clear boundaries and expectations and they talk about how important it is to share with their friends.
- Staff support children’s speech and language well. They work in collaboration with other agencies to support children’s speech using agreed strategies.
Inspection findings Effectiveness of the leadership and management is good The arrangements for safeguarding are effective. Although the provider has not informed Ofsted of changes to some of the committee members and not provided the required information to carry out suitability checks, the risk to children’s safety is minimal. Committee members do not have unsupervised access to children and Disclosure and Barring Service checks have been completed. Staff have a good understanding of the possible signs of abuse and know what to do if they are concerned about a child. Regular supervisions and team meetings are used well to enhance staff practice and discuss areas for development within the pre-school. Parents speak highly of the staff team, describing them as friendly, caring and approachable. The manager monitors children’s progress across the setting to ensure that appropriate interventions are made for any children who are not making expected progress.
Quality of teaching, learning and assessment is good Staff are well qualified and keen to further their own professional development. They attend regular training sessions and network groups to help extend their good teaching skills. Staff make regular assessments of what children can do well and plan activities based on their needs and interests. Staff listen carefully to children speaking and respond thoughtfully with questions to help make them think, and to extend their learning. They employ a variety of strategies to support children’s speech and language development. For example, children enjoy blowing up a ball during small-group time as a way to develop their facial muscles. Furthermore, staff use clear and precise language and some simple sign language to help emphasise certain words to children.
Personal development, behaviour and welfare are good Children are happy and settled in the pre-school and are appropriately supervised as they play. They respond well to the routines of the day and choose happily from the wide range of resources and activities on offer. Children have plenty of opportunity to play outdoors in a well-resourced area. Children enjoy a range of healthy snacks and the responsibility of cleaning their own plates after eating.
Outcomes for children are good Most children make excellent progress from their starting points in learning and are well prepared for school. Children with special educational needs and/or disabilities are making steady progress and slowly catching up with their peers. Children are sociable and confident. They understand how to be kind to each other and share resources. Children are beginning to recognise and sign the first letters of their own names. Extra funding is used well to support children’s speech and language skills
It is not yet outstanding because:
- Ofsted does not have up-to-date information about all people responsible for the running of the setting. The provider has not informed Ofsted of some changes to members of the committee, as required. Therefore, the suitability of some committee members has not been confirmed.
- Although the manager knows how individual children are achieving, she does not use information from monitoring the progress of specific groups of children, to help her identify and address any gaps in their learning