The Grove Pre-School

The Grove Pre-School The Birtley Centre, Harras Bank, Birtley, Chester le Street, County Durham, DH3 2NL

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Inspection date

Previous inspection date 06/05/2014 08/03/2011

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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

 The quality of teaching is consistently good as staff effectively promote the children's learning and development through a variety of challenging and interesting activities. As a result, children make good progress and are eager and motivated to learn.  Children have developed positive relationships and secure attachments with their peers and staff, which effectively supports their emotional well-being.  Staff demonstrate a good knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. Robust policies, procedures and risk assessments are implemented, which ensures the premises are safe and secure.  Children are supported in their learning at home as effective strategies are in place to involve parents in their learning and development.

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It is not yet outstanding because

 Opportunities for children to further develop their imagination and exploration skills by accessing natural and open-ended resources are not fully explored.  There is scope to enhance opportunities for children to produce their own images and express their own creativity.

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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 viewed all areas accessed by the children, including the outdoor environment.  The inspector carried out a joint observation with the manager.

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Inspection activities

 The inspector observed play and learning opportunities for the children and spoke to staff members in the pre-school room.

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Inspection activities

 The inspector carried out an interview with the managers and looked at and discussed a range of policies and procedures.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of staff working with children, the provider's self-evaluation form and improvement plan.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day of inspection.

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Information about the setting

The Grove Pre-School was registered in 2000 on the Early Years Register. It operates from The Birtley Centre in Chester Le Street, County Durham. The pre-school serves the local area and is accessible to all children. There is access to an enclosed outdoor play area. The pre-school employs five members of childcare staff. Of these, all hold appropriate early years qualifications at level 3 or above. The pre-school receives support from the local authority. The pre-school opens Monday to Friday, from 9am until 12pm, during school term time. Children attend for a variety of sessions. There are currently 30 children attending who are in the early years age group. The pre-school provides funded early education for three- and four-year-old children. The pre-school supports 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:

 extend opportunities for children to access natural and open-ended resources to further develop their investigation and exploration skills

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

 enhance opportunities for children to produce their own images and express their own creativity, for example, by limiting the use of pre-printed worksheets.

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who attend

The quality of teaching is good as staff effectively promote the children's learning and development. This is because staff have a secure knowledge and understanding of the Statutory framework for the Early Years Foundation Stage. Children are provided with a variety of challenging and interesting activities to cover all seven areas of learning. There is a good balance of adult-led and child-initiated activities, which are flexible and responsive to children's individual needs and interests. Children show full engagement and concentration throughout their activities and are eager and motivated to learn. As a result, children make good progress in their learning and development from their starting points. Staff have high expectations of the children as they complete regular observations and assessments to highlight their achievements and identify their next steps in learning. The information gained from this documentation is used to support the future planning for

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who attend

children. Alongside these, photographs and examples of children's own work are collated in learning journey records. Detailed systems are in place for tracking the children's progress, which ensures that children who are at risk of falling below their expected levels of development, are identified and receive appropriate intervention. Staff provide verbal feedback to parents at the end of each session and use a number of strategies to encourage them to share information about learning at home. Consequently, parents feel involved in the children's learning and development and their views are respected.

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who attend

Resources are appropriately labelled and easily accessible, which supports children to be independent within their play and learning. However, opportunities for children to further develop their imagination and exploration skills are not maximised as they cannot access a large variety of natural and open-ended resources. Staff effectively support the children in their communication and language development. They engage in constant discussion with the children, ask relevant questions, model language and introduce new vocabulary during their activities. As a result, children are becoming confident communicators and feel valued. Children's mathematical skills are promoted as staff encourage counting throughout activities and introduce them to a range of mathematical processes. For example, children count up to 12 during a numeracy activity and recognise different weights and sizes during a water play activity. Children are enthusiastic and thoroughly

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who attend

enjoy taking part in role play activities. This supports their critical thinking and problem solving skills as they develop their own ideas, thoughts and feelings through their learning. Children have good opportunities to play and experiment with a variety of different materials, such as coloured pens, pencils, crayons and paint, to develop their early writing skills. However, there is scope to enhance opportunities for children to produce their own images and express their own creativity, for example, by limiting the use of pre-printed worksheets. Physical development is supported effectively in the pre-school as children have free-flow access to the outdoor environment to ensure they are physically active. This is further promoted as children take part in dance sessions on a weekly basis and are involved in activities where they are encouraged to participate in music and movement songs, to develop their physical and social skills. As a result, children are supported to

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who attend

acquire the skills needed to be ready for school and the next stage in their learning.

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who attend

Children with special educational needs and/or disabilities are well supported as staff work effectively with external agencies to support their learning and development. For example, staff work closely with services, such as speech and language therapists, to ensure children's individual needs are being met. Staff have established good links with local schools and other early years providers, which ensures they work in partnership, share relevant information and complement the children's learning. Consequently, children are well supported in their development and transitions are well managed.

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

Children are clearly happy and settled at the pre-school, which supports their all round development and emotional well-being. As a result, children develop positive relationships and form secure attachments with their peers, key person and other staff. The pre-school provides a warm and welcoming environment, which promotes the children's independence skills and self-confidence. Children are effectively prepared for transitions into the pre-school and for their next stage in their learning at school. Staff work closely with parents and teachers to share relevant information about the children's learning and development. Parents spoken to at the time of inspection comment that they feel supported by the staff and their children's individual needs are being met. Children are encouraged to be independent learners through day-to-day activities by accessing their own resources, serving themselves at snack time, washing their own hands

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

and blowing their own nose. There are good hygiene practices in place and children are supported by staff to manage their own personal needs. For example, a dental hygienist has visited the children at pre-school, to talk about the importance of brushing their teeth and eating healthy foods. This ensures the children start to develop an awareness of their own health and well-being. A variety of nutritious snacks are offered to the children, which develops their understanding of a healthy diet and lifestyle. Daily outdoor activities are provided to ensure the children can be physically active and develop their coordination skills.

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

Staff act as good role models as they effectively manage the children's behaviour through successful strategies. Children have a clear understanding of the boundaries and expectations within the pre-school as staff reinforce appropriate behaviour by using a calm and consistent approach. As a result, children's behaviour is very good; they are well mannered and are kind and considerate to each other. Staff use constant praise and encouragement throughout the session, which develops the children's self-esteem and makes them feel assured. Children have a good awareness of safety as staff encourage them to take appropriate risks throughout their play and negotiate space during group activities. Therefore, children know and understand how to keep themselves safe during their play and learning.

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provision

The pre-school is led by joint managers who are passionate and committed to providing high quality care and education for the children. Staff have attended relevant training and demonstrate a good knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. This is supported by a range of relevant policies and procedures, which effectively safeguards the children. Risk assessments are completed to ensure the indoor and outdoor environments are free from hazards and minimise the risk of harm. As a result, children are provided with a safe and secure environment. Adult to child ratios are maintained and staff are well deployed within the pre-school to ensure children are supported in their play and learning. Recruitment and induction procedures are effective and all staff complete relevant checks to ensure they are safe and suitable to work with children.

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provision

Weekly team meetings ensure that all staff share their ideas for planning and their individual key children's development. This means any concerns or issues are addressed quickly. Effective systems are in place to monitor the educational programmes and all staff work together to evaluate their daily practice and identify future developments. Tracking documents are completed, so children with special educational needs and/or disabilities are supported to meet their individual requirements. Performance management is effective within the pre-school and staff are supported well through regular supervisions and appraisals. Professional development is actively encouraged by the managers to ensure staff are improving their skills, knowledge and understanding. The managers have a clear vision for the pre-school and strive for continuous improvement. Self-evaluation is effective and detailed action plans are in place to support children's progress over time

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provision

and enhance their future opportunities. The recommendations from the last inspection have been implemented and addressed.

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provision

Well-established partnerships with parents support the children in their learning and development. Parents make comments, such as, 'My child enjoys attending pre-school, staff are friendly and I have no concerns or issues'. Parents are actively involved in the pre-school as they receive daily communication, regular newsletters and questionnaires to gain their views and opinions. The entrance area of the pre-school provides good quality information and resources for parents; this ensures they are well-informed and effectively signposted if they require additional help and support. Staff work well with external agencies and other professionals to ensure that children receive the appropriate intervention and support needed. The pre-school also works closely with the local authority and local primary schools, which supports the children's learning and promotes effective transitions.

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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 EY361998 Local authority Gateshead Inspection number 863718

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 30 Number of children on roll 30 Name of provider The Grove Pre School Date of previous inspection 08/03/2011 Telephone number 0191 410 2011

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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

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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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