Our latest inspection by Ofsted was in March 2015 our staff and setting achieved a GOOD grading

Summary of key findings

This provision is good

  •   There is an effective key-person system at the pre-school which means that the children are happy and confident.
  •   Observations and assessments are used effectively to plan for children’s next steps in their learning. Therefore, children make good progress.
  •   Children are effectively safeguarded. Staff have an effective understanding of safeguarding procedures and ensure that children are kept safe from harm.
  •   Managers and staff identify where children need additional support. They ensure that their needs are met by obtaining support from external agencies where appropriate.
  •   Partnerships with parents are good. Staff work closely with parents to support children’s learning and plan for the next steps in their development.

It is not yet outstanding because:

  •  There are limited messy and natural play resources and activities in the outdoor environment to extend opportunities for children to further investigate and explore using their senses.

The team would like to point out that our outdoor space was severely limited during the time of this inspection. This was in the main due to a new lawn laid the preceding autumn so it has been necessary to keep off the grass during this time.

Below is the main body of our recent OFSTED report, including the inspection findings and recommendations. 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.

Inspection findings

How well the early years provision meets the needs of the range of children who attend. This is good

Children make good progress in all areas of learning due to the good quality of teaching and high levels of support they receive from the staff. Planning and assessments are consistent throughout the setting, as staff link planning to children’s developmental stages and next steps in learning. Staff encourage parents to continue to support children’s learning at home and share their achievements with them adding this information to children’s records. As a result, all children learn and develop the skills they need for starting school. Children’s communication, language and literacy skills are supported well through circle-time phonic sessions. Staff introduce rhyming words, letter sounds and new vocabulary into these sessions and into children’s play. Children are developing skills in the use of technology through using resources, such as computer tablets. However, there is scope to further promote children’s interests in investigating and exploring messy and natural play materials in the outdoor area.

The contribution of the early years provision to the well-being of children is good

The staff provide a very warm and welcoming environment to children, their families and visitors. The staff have good knowledge of their roles and responsibilities in safeguarding children and have all attended relevant training. Staff understand what they must do if they have any concerns about any child in their care. They complete daily risk assessments ensuring that the environment is safe for the children to use. Staff develop children’s independence at snack times by letting them serve themselves, pour drinks and wash up. Children develop confidence through circle-time discussions. As a result, children make good progress in personal and social development, which prepares them well for the next stage in their learning.

The effectiveness of the leadership and management of the early years provision is good

The manager has a good understanding and implements the requirements of the Early Years Foundation Stage well. There is a strong recruitment procedure in place which ensures the suitability of the staff. Staff benefit from regular supervisions which address any issues, concerns and training needs. Staff have opportunities to continue their professional development by attending training courses. Staff successfully track and monitor children’s progress to ensure any gaps in their learning are quickly identified. The pre-school has effective partnerships with other settings. The committee and staff meet regularly to discuss and evaluate the operation of the pre-school.

It is not yet outstanding because:

There are limited messy and natural play resources and activities in the outdoor environment to extend opportunities for children to further investigate and explore using their senses.

What the setting needs to do to improve further
To further improve the quality of the early years provision the provider should:

  • enhance the outdoor area to provide children with a wide variety of interesting and engaging sensory resources and activities which support children’s exploratory and investigative skills, for example, by providing more opportunities for water play.