Rackerhayes Pre School

Rackerhayes Pre-School St Michaels Church Hall, Chudleigh Road, Newton Abbot, TQ12 3JU

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Inspection date

Previous inspection date 16/06/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Staff foster good relationships with parents and carers to provide a shared approach to children's learning and development.  Staff provide a welcoming, stimulating environment where children learn through play.  Staff support children in their play and are consistent in how they deal with unwanted behaviour. Consequently, children learn to behave, share and take turns well.  Staff use observations and assessments successfully to plan for children's next steps in their learning and development, sharing their progress with parents to enable parents to support their child's learning at home.

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It is not yet outstanding because

 Occasionally, staff miss opportunities to increase children's understanding of early mathematics as they play in order to to provide extra challenge.  Staff are not always consistent in their use of open-ended questions to extend children's thinking, and do not always give them time to respond.

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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 the children in the playroom and the outside play areas.  The inspector held discussions with the manager, staff and some parents.  The inspector undertook a joint observation with the manager.  The inspector sampled some policies, procedures and children's assessment records.

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Information about the setting

Rackerhayes Pre-school registered in 1985 and re-registered in 2013 in new premises. It is a committee run pre-school. It is situated within the church hall in Kingsteignton, Newton Abbot, Devon. The pre-school has access to a main playroom and toilet facilities. There is a separate kitchen for staff use. There are two large enclosed gardens for outside play. The pre-school is open from 9.30am to 3.30pm on Mondays, Tuesdays and Fridays, and from 9.15am to 1.15pm on Wednesdays and Thursdays, term-time only. A lunch club operates every day between 12.30pm to 1.30pm. Children attend at various times during the week. The pre-school is registered on the Early Years Register. There are currently 52 children on roll in the early years age group. The pre-school receives council funding for the provision of free early education for children aged three and four years and 'Together Funding' for qualifying two year olds. It supports children with special educational needs

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Information about the setting

and/or disabilities, and children learning English as an additional language. The pre-school employs eight members of staff, which includes a book-keeper. Of the staff who work directly with the children, six hold early years qualifications.

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

 strengthen the educational programme for mathematics by developing children's understanding naturally as they play

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

 develop the consistent use of open-ended questions during activities to encourage and extend children's thinking and learning.

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who attend

Children have an extremely welcoming and enabling environment in which to play and learn. The children are eager to learn and confidently choose where they would like to play. Each child has a key person who monitors their progress to help them in their next steps of learning and to help them to feel safe and secure. Staff complete observations and assessments on the children. These are used to support their planning and children's individual interests. Children's progress is shared regularly with parents. This helps to provide a shared approach to children's learning and development. Staff engage well with the children and join in their play by invitation. Overall, staff are skilful at asking open- ended questions. However, at times, they will answer before giving the children time to respond, to work something out for themselves or to express their own thoughts or ideas. Children play well together, such as when they made a dinosaur picture out of a range of

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who attend

craft resources, including cutting up straws, ripping paper and confidently asked for more resources. Children concentrate well at their chosen activity and enjoy role play that is regular changed to provide the children with variety, such as a shop and a hospital. Children have good access to pencils, crayons, paper and chalk, both indoors and during outside play, to help with their early writing skills. They have a self-registration process on arrival and at snack time. This helps them to learn to recognise their name. Staff provide children with well-planned activities to help their early understanding of mathematics. However, staff sometime miss opportunities to extend children's learning naturally as they play. For example, staff do not count with them as they build towers and extend their understanding as they name shapes as they are playing outside. Children are keen to show what they have made and receive consistent praise and encouragement, for

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who attend

example, when they have made a toy out of construction resources. Staff recognise their achievements. This helps to build children's confidence and self-esteem.

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who attend

The children eagerly go outside to play to explore and investigate. They have two separate well-equipped play areas to choose from, one with ride-on-toys and road signs, and one area for the children to explore and investigate. They enjoy being involved in planting activities talking about how big a hole they need for the roots of the plant and that the plants will need sunshine and water. They engage in role play with tyres and using empty water butts to roll each other in. They use planks of wood and place on tyres to balance on and are delighted with their success. The children enjoy building games as they play in the 'builder's workshop' saying, 'we are builders'. The children have a 'bug hotel' and eagerly find insects to put in it and some children now have a 'bug hotel' at home to extend what they have been learning. The pre-school has plans to extend the learning opportunities further for the children during outside play by having a 'mud

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

Staff warmly welcome children into the pre-school which makes them feel valued, safe and emotionally secure. There is extremely good support for new children to the setting while they settle and become familiar with the routine, with guidance from their key person to introduce them to new activities and to give a reassuring cuddle to help them to feel safe and secure. Staff provide an exciting learning environment both indoors and in the outside play areas. Children have access to a very good range of resources and the room is well set in readiness of their arrival. The children confidently choose where they want to play and are supervised well at all times. As a result, the children confidently engage in play on arrival and are pleased to see their friends.

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

Children are highly familiar with the routine and reassured when they ask when their parent will be arriving. Staff teach children to learn an understanding of right from wrong in a very positive way and have completed recent training on dealing with behaviour management. They feel this has been positive in increasing their knowledge of different strategies to use with the children. Children respond well exceptionally well to instructions and, consequently, behave very well. A child is nominated as a 'special helper' each day. They relish the opportunity to be responsible to help with certain tasks, such as ringing the bell for tidy-up time, snack time and to let parents in with a member of staff. The children are reminded to keep safe as they play, for example, not to run indoors and to sit safely on chairs, and they follow these reminders with care.

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

Children enjoy a cafe-style snack time and sit to the table confidently helping themselves and pouring their own drinks. Staff sit with the children at lunch times, encouraging them to learn to open their own packed lunch boxes and to eat their savoury items first. This helps them to be confident in readiness for starting school. Staff use this opportunity very well to talk to the children about healthy eating, to promote good social skills and encouraging the children to share what they have been doing during the morning.

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provision

The staff are positive role models to the children and work effectively as a team. They have a secure understanding of how children learn through play. Staff are well deployed so that children are supervised well at all times while being independent in choosing where they would like to play. Staff are keen to undertake further training to extend their knowledge to improve outcomes for children. The staff have worked together for many years and are clear of their roles and responsibilities. They have completed safeguarding training and are clear of the procedure to follow in the event of a child protection concern in order to protect children's safety and welfare. There are systems for staff to have supervision and appraisals to support staff development.

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provision

Children have a safe environment in which to play. Daily checks are made of the premises and regular risk assessments are completed to identify any potential hazards to children so that they have a safe environment in which to play. The fire drill is practised with the children so they gain an understanding of the procedure to follow in the event of an emergency.

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provision

There is a good partnership with the parents who speak highly of the pre-school. They are invited in for 'stay and play' sessions and to meet with their child's key person regularly to share the progress their child is making, as well as having written reports. This helps parents to extend their child's learning at home. Staff have a good daily exchange of information with parents on how their child has been and what they have been doing, to promote consistency of care. Staff have good links with outside agencies to seek advice and support to meet children's individual needs. They have a good partnership with the local schools to ensure a smooth transition for the children when they are due to start school.

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provision

Staff reflect on their practice through their effective self-evaluation processes, and have identified their strengths and areas that they want to improve to enhance the learning environment for children. These include extending further the learning opportunities for children during outside play and adding to the resources. Staff seek the views of parents by sending out questionnaires and have received very positive feedback.

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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 EY469849 Local authority Devon Inspection number 948505 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 30 Number of children on roll 52 Name of provider Rackerhayes Pre-school Committee Date of previous inspection not applicable Telephone number 07791867573

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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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