Brighton Hill Pre-School

Brighton Hill Pre-School Barber Road, Basingstoke, RG22 4EY

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Inspection date

Previous inspection date 24/03/2014 17/06/2013

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Staff are clear on the role of the key person and build strong bonds with children and parents.  The indoor and outdoor areas used by all children is a rich and welcoming environment.  Children are happy, motivated and eager to learn because they are interested in the activities and resources provided by staff. As a result all children make good progress.  Children are safe and secure in the nursery's care. They are welcomed warmly by staff and other children so they feel valued and part of the group.

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It is not yet outstanding because

 Staff do not always support children's communication and language skills during group times nor encourage opportunities for talking to present their ideas to others.  Children have slightly fewer opportunities to explore and talk about a wide range of simple technology in their day to day routines.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the main room and in the garden.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of practitioners working with children.

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Inspection activities

 The inspector sampled children's learning journeys, planning documentation and a selection of policies and children's records.  The inspector took account of the views of parents spoken to during the inspection.

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Inspection activities

 The inspector held meetings with the manager of the setting and spoke with practitioners at appropriate times throughout the inspection.

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Information about the setting

Brighton Hill Pre-School opened in 1974 and moved to its present premises in 2004. They are registered on the Early Years Register and the compulsory and voluntary part of the Childcare Register. The pre-school operates from the old early years building in Brighton Hill, Basingstoke, Hampshire. It is run by a voluntary parents committee. Children have access to a large playroom and an enclosed outdoor play area. The pre-school opens Monday to Friday from 9:15am until 4:15pm during school term times. Children can attend for a variety of sessions or for the whole day. The pre-school serves families from the local community and surrounding villages. Currently there are 70 children on roll in the early years age group. The pre-school is in receipt of funding for free early education for children aged three and four years. The pre-school supports children with special educational needs and/or disabilities. They also support children who learn English as an

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Information about the setting

additional language The committee employ a manager and eight members of staff to work with the children. The manager has a Foundation Degree in Early Childhood Studies. Most staff are qualified to level three in early years. The setting receives support from the Local Authority.

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To further improve the quality of the early years provision the provider should:

 increase opportunities for older children to communicate thoughts, ideas and feelings to maximise learning opportunities, particularly during group times

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To further improve the quality of the early years provision the provider should:

 increase children's understanding of technology further by providing more varied experiences and opportunities to learn, practise and explore modern technology toys and resources.

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who attend

Children enjoy attending the pre-school because staff organise an inviting and stimulating range of activities. Staff provide well for children's individual needs and maximise the opportunities to extend the challenges that individual children face in their learning. This support helps children to make good progress. Staff monitor and assess the progress the children are making through regular observations in all areas of learning. Staff know their children well and talk confidently about how well they are doing. Planning develops through staff observations and the children's individual interests. As a result, staff plan effectively to meet children's identified next steps of learning and take good account of children's ideas. The requirements to provide a progress report for two-year-olds is completed and shared with parents.

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who attend

Children arrive to find an interesting range of activities to choose from. They are happy and busy as they have the freedom to move between the indoor and outdoor environments. Children particularly enjoy being outdoors in the fresh air. Children have fun learning from first hand experiences, with staff beside them using purposeful interactions to support and extend their learning. For example, staff provide good models of language as children build with large construction materials, such as 'can you find me a triangle and where is the green square'. Children have good opportunities to develop their communication and language skills. They listen and at times respond with enjoyment in groups. However, at times staff do not always allow older children to be fully involved during groups times. For example by joining in with familiar stories and topics or expressing their ideas and feelings. Children have many opportunities to become aware of

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who attend

the written word in their surroundings. Children look at a range of books and find the illustrations especially interesting. A strong emphasis is placed on children's personal development and through the wide range of activities children are becoming confident learners. Children develop mathematical concepts through a varied range of activities, which involve counting, recognising shapes, comparing patterns and problem solving. For example, they count together how many footballs they have and are keen to compare the number of green balls. Children use their imagination as they delight in acting out familiar scenarios in the home corner and shop area outside. Children are able to access some equipment that is available as they develop basic information, communication and technology skills. However, staff have yet to fully consider how they can maximise opportunities for children to explore and control a wide range of everyday technology. For

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who attend

example, to talk about different apparatus, what it does, what they can do with it and how to use it. Staff use a variety of activities to explore different cultures to allow children to gain an understanding of diversity within their community. Their growing understanding of the world around them, prepares them for future life.

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who attend

Parents and carers are provided with good information about the pre-school. For example, there is an informative entrance hall and notice boards. They receive frequent newsletters and summary reports about their child. Parents are kept well informed about their child's welfare and attainments through the well-established key person system. They have opportunities to attend parent sessions to discuss their child's developmental progress throughout the year. The pre-school maintains attractive records of children's achievements that further support their good understanding of the children's progress and next steps of learning. This supports parents' involvement in their child's learning and development at home.

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

Children are settled and happy in the pre-school. The key person system promotes the children's feelings of security. Staff are appropriately deployed to support children's learning and welfare. They promote inclusive practice through the activities, procedures and the use of appropriate resources. Children play in an attractive, child-friendly welcoming environment. They particularly enjoy playing outside. Many dedicated areas provide children with an exciting play environment that is conducive to children's all round learning. Children's knowledge and understanding of safety issues is enhanced through many practical examples that are incorporated into their daily routines. For example, they have a growing understanding of how to keep themselves safe as they help to tidy away resources and are supported to use equipment safely. Children behave well as they learn to manage their own behaviour. They are valued and managed well by staff through clear

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

and positive behaviour management strategies.

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

Children benefit from healthy eating and nutritious snacks are provided by the pre-school. Snack and lunch times are sociable occasions with children and most staff sitting together. Staff follow effective procedures to promote the good health of children. For example, a high number of staff hold first aid qualifications and children are becoming more aware of how to stay healthy and about good personal care routines. Children have good opportunities to be physically active through daily opportunities to use small and large equipment, climbing and balancing. There are also appropriate times during the day for quieter activities. All children have fun outdoors and enjoy the freedom of choosing to play indoors or outdoors. Overall they use a broad range of resources and equipment that encourages the development of physical skills as well as other areas of learning. Staff support children as they move to other settings and schools. For example, they have time

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

in their daily routines to develop their independence, social and self-care skills. Overall, staff offer a fun play environment that provides many learning opportunities for children of different ages. Children are developing many appropriate skills and abilities which will help set secure foundations for their future learning.

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provision

The management and staff have a good understanding of the learning and development and safeguarding and welfare requirements. The pre-school is clean and there are good hygiene procedures in place. The staff rota and ratios system is effective and ensures that staff are deployed well to meet the needs of the children and a good adult to child ratios are maintained. Staff clearly understand how to safeguard children and implement their daily role with a secure understanding of how to keep children safe. All adults are vetted for suitability, visitors are monitored and levels of supervision are good with staff caring and attentive. Children's safety is maximised as the pre-school carefully monitors accident records and risk assessments. This allows children to play safely both indoors and outdoors, enjoy outings into the locality and move freely around all available space. As a result children gain confidence and soon become used to making decisions about what

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provision

Documentation is appropriately organised and is effective in supporting operational practice. All policies and procedures are readily available to staff and parents. They are clearly written and informative. This ensures that the setting is managed safely and efficiently. The pre-school understands the need to evaluate their practice. The manager is committed to raising standards in the pre-school and is very receptive to making future improvements. Staff contribute their ideas through regular staff meetings. The pre-school has made improvements with regards to the recommendation made at the last inspection. For example, the manager oversees the educational programme and discusses with staff the success of different activities. They agree how they can develop children's skills and build on their interests so that children enjoy learning and make good progress. There are effective procedures in place for the recruitment, induction and supervision of staff and

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provision

regular staff appraisals assess the ongoing suitability of staff.

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provision

The pre-school values working in partnership with parents and provides them with relevant information about the setting. Parents demonstrate that they are happy with the care their children receive. Parental comments include 'staff are approachable and engaging with the children' and 'they provide a good range of activities and children love being outdoors in the great outside space'. Staff develop effective links with local schools and other professionals involved in children's care. This supports a consistent approach to children's learning and prepares them for future transitions.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY294432 Local authority Hampshire Inspection number 955443 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 2 - 8 Total number of places 30 Number of children on roll 70 Name of provider Brighton Hill Pre-School Committee Date of previous inspection 17/06/2013 Telephone number 0788 408 2037

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Setting details

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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