Pied Piper Pre School

Pied Piper Pre School St James Church Hall, Kirkgate, Silsden, BD20 9JS

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Inspection date

Previous inspection date 06/05/2014 21/06/2010

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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

 Leaders and managers have a good understanding of their strengths and weaknesses, taking into account the views of staff, children and their parents. As a result, a clear and successful improvement plan supports children's achievements over time so they continue to make good progress in their learning.  Established partnerships with parents result in them being encouraged to support and effectively share information about their child's development to promote the importance of home learning.  Partnership with external agencies are strong and this means appropriate interventions are sought so that all children quickly receive the support they need. As a result, their needs are met, ensuring all children reach their full potential.  The key person system is well embedded. Relationships are strong at all levels. As a result, children form secure attachments, are safeguarded and are confident individuals

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This provision is good

who display the characteristics of effective learning.

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It is not yet outstanding because

 The ways in which good quality practice is shared across the pre-school through peer observation are less well embedded.  There are occasions when some staff miss opportunities to make best use of open- ended questioning to further enhance children's learning at all times.

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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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Inspection activities

 The inspector observed activities in the two rooms used and the outside learning environment.  The inspector conducted a joint observation with the manager.

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Inspection activities

 The inspector held a meeting with the manager of the provision and spoke to staff at appropriate times throughout the inspection.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of staff working with children and the provider's evidence of self-evaluation.  The inspector took account of the views of parents and carers spoken to on the day.

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Information about the setting

The Pied Piper Pre School was registered in 1987 and is on the Early Years Register. It is situated in a church hall in the Silsden area of Bradford and is managed by St James' Committee. The setting serves the local area and is accessible to all children. It operates from two rooms and there is an enclosed area available for outdoor play. The setting employs eight members of staff who work directly with the children, all of whom hold appropriate early years qualifications at level 3. The pre-school opens Monday to Friday during term time only. Sessions are from 9.15am to 12.15pm. Children attend for a variety of sessions. There are currently 39 children on roll who are in the early years age group. The setting provides funded early education for two-, three- and four-year-olds. It supports children who speak English as an additional language and children with special educational needs and/or disabilities.

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

 build on the good systems of supervision of staff by embedding the use of peer observation to disseminate the good practice, in order to enhance children's learning even further

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

 build on the good quality of teaching by enhancing the use of open-ended questioning during activities in order to re-shape tasks, extend children's thinking and explanations, so children make even better progress in their learning.

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who attend

The majority of teaching is good. In these instances, children are well supported to make best progress given their capabilities and starting points. For example, children enjoy a daily welcome singing session led by animated and enthusiastic members of staff. As a result, children show high levels of engagement as they enjoy the different aspects of the activity. Older and more able children enjoy identifying the day, date and month. Younger children thoroughly enjoy the exaggerated actions and excitement as children's anticipation at the repeated refrains increases. Open-ended questioning by some staff helps extend children's thinking and learning. However, on occasions, some staff miss opportunities to extend children's learning by following their leads during activities because they use some closed questions that require a yes or no answer. For example, during an activity about different houses, the children identify who lives in their home,

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who attend

however, opportunities to further extend the good learning are missed. There is a clear system to evidence, monitor and track children's progress through effective and accurate observation and assessment. This means that key persons have a clear knowledge and understanding of children's individual learning needs. This information is used to inform the planning of a broad and balanced range of individual and group activities to accurately match children's specific learning needs. As a result, children demonstrate the characteristics of effective learners and make consistently good progress. In some aspects, such as personal, social and emotional development, children make rapid progress given their starting points. Therefore, they are ready for school when the time comes because they have a wide range of skills to support their future education, as well as a very positive attitude towards learning. The development of these skills is emphasised

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who attend

in the confidence and independence of the children as they involve themselves in the activities and opportunities available to them throughout the session. Children are physically very able. For example, they delight in racing hoops down the slope, skilfully rolling them and ensuring they avoid colliding into their peers as they become aware of their surroundings and the position of other children as they play.

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who attend

Support for children with special educational needs and/or disabilities is consistently highly effective. Good teaching strategies are employed to meet children's specific needs and to promote their development. These include adapting the play opportunities at the beginning of the day to allow all children to start their day in a safe and welcoming environment suitable to their needs. Skilful and sensitive use of a visual timetable enables children to take part in all aspects of indoor and outdoor play. As a result, children get the best possible support, which enables them to make good progress given their starting points and capabilities.

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who attend

Parents' involvement in their children's learning is a key strength of this pre-school. Parents spoken to feel well informed about their child's progress through a variety of ways. For example, slips are regularly sent home detailing the child's interest, learning taking place in the groups, home continuation and parent feedback. Parents are regularly encouraged to contribute to and read their child's 'Learning Journal' folder. Parents are involved in a 'parent rota', volunteering at the pre-school, and they play a valuable part in enhancing the learning opportunities through a positive attitude and skilful interactions with the children. Contributions from parents, through roles on the committee, also promote a strong parent partnership. Staff are passionate about supporting parents as well as children, and see their role as vital in enhancing this partnership at every opportunity. For example, staff have been actively involved in transition meetings and

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who attend

parental support to enable a smoother transitions for children on to school.

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

The key person system is strong and provides great benefit to both the children and their families as both develop highly positive relationships with key staff. Parents comment that they find all staff extremely supportive, especially during more demanding periods, such as settling in and transitions. During these times, parents acknowledge staff's efforts at tailoring the process according to their child's unique needs. This is because staff fully understand the importance to children of feeling safe, secure and confident before they show an eagerness and readiness to learn. This approach effectively supports children's emotional well-being and provides a good start for them to continue to make good progress in their learning.

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

Children independently and confidently follow good hygiene routines and delight in telling adults 'my hands are clean' after washing them following the painting activities. Children's care needs are sensitively met. A variety of healthy snacks are offered and children are encouraged to access these independently in a 'cafe style'. Children are clearly familiar with the routine, waiting patiently for their turn and requesting favourites. For example, when offered a snack of cheese, a child asks 'Can we have grapes from the supermarket?' This ensures that children enjoy food, talk about their experiences of healthy foods and experience a variety of tastes. Staff offer parents details about healthy options and the benefits of healthy eatin, both in the entrance area of the church hall and on their website. This means that children receive good messages regarding healthy options and eating, which contributes to their healthy lifestyle. Children are reminded about safety but

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

also enabled to take well supervised risks as they play, for example, running and climbing outdoors. Children demonstrate that they are knowledgeable about their own safety and that of others, for example, shouting 'Watch out!' to warn their friends as they enjoy rolling hoops on the slope outdoors.

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

The environment is stimulating, friendly and well resourced. All resources are stored at low level to encourage children's engagement. Inclusion is given a high priority. As a result, children learn to be accepting of each other's similarities and differences, and this is extremely well modelled by the staff. Children's behaviour is managed well. Staff get down to children's level and calmly set their expectations out, using visual and non-verbal communication to aid children's understanding. As a result, the focus is on a positive atmosphere of mutual respect and trust, where staff frequently praise children's efforts and achievements, rather than focusing on occasional incidents of inappropriate behaviour. Children are prepared well for their transitions on to school. Pre-visits are organised and support is given to parents and children to help them make the best of their transition on to school. In this way, other settings and schools are aware of children's

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

individual learning style and needs, prior to them starting at the new setting. This fully supports children's well-being as they adjust exceptionally well to periods of change and transition.

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provision

Managers have a good understanding of the requirements of the Early Years Foundation Stage. Management have a sound knowledge of how to inform regulatory bodies, such as Ofsted or the local authority, of any significant events that may impact on the care, learning and development they offer. Safeguarding arrangements are secure and well embedded. Staff understand their role in protecting children from harm and are aware of what to do should they have a concern about children's welfare. Recruitment and induction procedures are robust and ensure that all those working with the children are suitable to do so. Sampled documentation and records are well maintained, giving a firm indication that all required documentation is in place and firmly underpins children's safety and welfare. The manager provides strong, passionate leadership. The monitoring of children's progress is good. This allows staff to act quickly to ensure that gaps close swiftly and

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provision

children make good, and sometimes better than good, progress. The manager monitors the educational programmes to ensure that they are broad and balanced and reflect individual children's specific learning needs. The quality of teaching is monitored, in the main, effectively. There are further plans to consolidate the use of peer-on-peer observations and training. However, this is not yet embedded across the pre-school to enhance the quality of teaching further, so that children are able to consistently achieve the highest levels in all aspects of their learning. Partnership with external agencies is strong. For example, staff regularly meet with a number of agencies to develop individual learning plans for children. This means that individual children's needs are met through appropriate interventions and support.

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provision

Self-evaluation is accurate and improvement plans show clearly identified areas for development, taking into account the views of staff, children and their parents. For example, children's views on what they have enjoyed and what they would like are discussed daily as 'stars and wishes', and parents contribute through roles on the committee and the parent rota. This means that partnerships with parents and other professionals are a strength of the setting and contribute significantly to the good progress children make. This results in a joined up approach from all those involved in the child's life, providing continuity and every opportunity for the child to reach their full potential. The manager is very clear about plans for the pre-school's future, focusing very much on further improvements to the outdoor area provision. Feedback from parents and children is overwhelmingly positive. For example, children demonstrate the characteristics

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provision

of effective learners throughout the session and tackle activities with enthusiasm and confidence, while parents describe the setting as 'safe, kind, supportive' and enthuse about the involvement of the staff. Overall, this is a good, friendly pre-school where children receive a positive early years experience which lays a solid foundation upon which to support their future learning and development so they reach their full potential.

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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 302001 Local authority Bradford Inspection number 867349

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 24 Number of children on roll 39 Name of provider Pied Piper Pre School Committee Date of previous inspection 21/06/2010 Telephone number 07971723375

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Type of provision

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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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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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