South Ferriby Pre-SchoolOfsted inspection, 8 Oct 2014

South Ferriby Pre-School The Village Hall, Horkstow Road, South Ferriby, North Lincs, DN18 6HS

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Inspection date

Previous inspection date 08/10/2014 23/11/2011

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early years provision

This inspection: 2 Previous inspection: 3 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 teaching is good and some aspects are outstanding. This ensures that children are motivated and enthusiastic learners, ready for the next stage in their learning.  Staff know children well and form secure attachments with all children. As a result, children are happy, confident and secure in the pre-school.  Staff have high expectations of children, including those with special educational needs and/or disabilities. Therefore, all children make good progress in their learning.  Partnerships with parents are strong. This supports children's learning both in pre- school and at home. Consequently, children have a positive attitude to learning.  Leadership and management is good. Staff have good knowledge of how to protect children and the correct procedures to follow should they have a child protection concern. Therefore, children are kept safe.

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It is not yet outstanding because

 On occasions some staff do not always use a wide range of teaching strategies, such as, signing, to enrich children's emerging communication skills.

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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 main hall and in the outdoor 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 and the chair person of the pre- school and spoke to staff throughout the inspection when appropriate.  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 the committee and 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

South Ferriby Pre-School registered in 1993 and is owned by a voluntary management committee which has charitable status. It operates from the village hall in South Ferriby in North Lincolnshire, and is on the Early Years Register and both parts of the Childcare Register. The pre-school serves the local area and is accessible to all children. The pre- school operates from the main hall and has an enclosed outdoor area. The pre-school employs three members of staff. All of whom hold an appropriate early years qualification at level 3. Children between two and five years old may attend for pre-school sessions, and children up to the age of 11 years may attend before or after school. The pre-school opens on Monday, Wednesday, Thursday and Friday from 8am to 6pm and before and after school sessions are available Monday to Friday, term time only. Children attend for a variety of sessions. There are currently 25 children on roll, of whom eight are in the early

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Information about the setting

years age range. The pre-school provides funded early education for two-, three- and four-year-old children. It 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:

 enhance the use of a wider range of teaching strategies, for example, by encouraging staff to use signing, such as, Makaton, to enrich children's developing communication skills.

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who attend

The quality of teaching is good and some aspects are outstanding. Staff understand each individual child and tailor the environment and learning around them. This means that all children are motivated and enthusiastic learners. Knowledgeable staff provide depth and breadth across all areas of learning. For example, during 'hello time', staff provide a small group activity exploring pumpkins. Staff use clear language, open-ended questions and songs to support children's emerging communication skills, and listening and attention. The activity then develops as children create their own pumpkins. They draw on their pumpkins, comparing these to the books on offer, counting and talking about what they can see. As a result, children develop a range of skills as staff use each experience to promote all areas of learning. They continue to extend children's play as they encourage children to create pumpkin pictures and to then write 'pumpkin' on their pictures, before

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who attend

proudly displaying these on the wall. Staff's ability to follow the child's lead and naturally extend their play provides rich and meaningful play experiences. As a result, children make extremely good progress in their literacy skills. This ensures children are ready for the next stage in their learning, including starting school. On occasion, however, some opportune moments to develop their communication skills are not yet fully developed. For example, some staff do not always use a wide range of teaching strategies, such as, Makaton, to enrich children's developing communication skills.

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who attend

Staff establish each child's starting points, through strong parent partnerships and accurate assessments. This ensures that staff plan accurately for all children, including those with special educational needs and/or disabilities. Close parent partnerships further support this, which ensures children's needs are fully met. Consequently, all children make good progress in their learning. For example, staff are clear on what they are working on with each child. They know children's next steps for learning and reflect on the progress children are making and adapt activities accordingly. Where children are making exceptional progress in a particular area of learning, staff build on this both in the pre- school and at home. For example, some children are making extremely good progress in their literacy and early reading skills. Through close links with both the local school and children's parents, they send home early reading books from the local school to continue

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who attend

to build on this progress. Staff undertake the progress check completed between the ages of two and three years and share this with parents and relevant professionals to support and enhance young children's learning.

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who attend

Close links with the school ensure children are extremely well prepared for the next stage in their learning. The pre-school regularly visits the local school once a week for their lunch and to use their outdoor space. This means that children are already becoming familiar with the school and its pupils and staff. Teachers also take the time to visit children in pre-school, where staff share their accurate assessments of children's progress with the teacher. This enables children to continue to make good progress when they start school. Close links with other settings and childminders that children attend, are embedded and maximise their learning. For example, through these close partnerships a child's key person attends Makaton training with the child's childminder. This promotes a consistent approach to children's learning.

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

Children make strong attachments with staff because there is a good key-person system in place. Staff are warm and welcoming to all children and this is evident as children rush in to hang up their coats and select their names. Staff recognise how children might be feeling and are sensitive to their needs, waiting until the time is right to support their learning. When they are new to the pre-school, staff take time to learn about their individual needs, through the registration process and careful discussions with parents. This ensures children settle quickly so they are confident and ready to learn. Staff praise children's efforts and celebrate their work through displaying it on the walls or on the display table. As a result, children's behaviour is good. For example, when children finish drawing on their pumpkin, one child proudly advises staff it is called 'pumpkin Sam'. Staff give the pumpkins pride of place on the display table for parents to see when they collect

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

their children. Staff's warm dialogue and positive approach to learning develops confident and motivated lifelong learners.

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

Children are emotionally prepared for the move to the next stage in their learning. This is done through regular visits to the local school for lunch, where staff take the time to carefully explain what is going to happen and when. For example, when children first visit the school for lunch, staff take time to explain exactly what will happen and pre-warn them about the lunch time bell. This ensures children approach new situations positively. As staff set up the pre-school each morning, they take time to carefully plan an environment to best meet the needs of each child. There are a variety of resources that children can independently access, and ample room for the development of large physical skills. Staff promote children's awareness of diversity through the use of posters, displays and sensitive discussions. For example, staff talk with them about a poster displaying a child without hands, which starts a discussion around what they could do with their feet.

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

Children then use their feet to make marks on paper. Their work and pictures are displayed to remind them of this. During the inspection, children recall and talk about their discussion. This sensitive approach ensures that children have a strong sense of themselves and others around them.

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

Children are regularly encouraged to learn and adopt healthy lifestyles. Staff have frequent conversations with children about being healthy, what to eat and the importance of exercise. For example, children know to wash their hands before snack, and are supported to roll up their sleeves and wash their hands thoroughly. At snack time, children help. They prepare snack by washing the table and counting how many children there are so they know how many chairs they need. Consequently, children are developing their early mathematical skills. Children recognise and chose their name card. They independently chose their fruit and biscuit, and pour their choice of milk or water. As a result, they are supported to be confident and independent learners. At outside time children complete their own 'safety' tick list of the outdoor environment. This helps children to recognise when it is safe to go out. As a result, children are aware of risks and

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provision

The staff team and chairperson are fully aware of their roles and responsibilities with regard to safeguarding children. They ensure training is thorough and up to date. Staff have a good knowledge of child protection and know the procedures to follow should they have a concern about a child in their care. Clear recruitment procedures are in place, which includes obtaining Disclosure and Barring Services checks for all staff and committee members. As a result, children are safeguarded from harm. Risk assessments are thorough and cover everything from the environment to the activities on offer. Previous recommendations with regards to the gate into the outdoor area have been fully met and the gate has been moved back to ensure a secure path to the outdoor area. This ensures children remain safe as they are cared for in a secure environment.

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provision

The manager fully understands the learning and development requirements of the Early Years Foundation Stage. She monitors the educational provision to ensure that all children make good progress across the seven areas of learning. Children are cared for by a qualified staff team, which results in children benefiting from good standards of care and learning. Effective supervisions, appraisals and staff observations ensure that the team continues to develop and progress. Regular team meetings ensure effective identification of future training needs. Self-evaluation is good and the pre-school staff team work closely with the local authority to continually improve. For example, the pre-school has a 'celebrating good practice book'. This identifies what was observed, what the impact was and the next steps. This ensures continuous improvements are made, so that children make good progress.

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provision

The pre-school team work well together, and with parents and other agencies. Parents comment on the warm and friendly staff team and are happy with their children's progress and development. The pre-school works well with outside agencies to ensure all children, including those with special educational needs and/or disabilities make good progress in their learning. They use their expertise to strengthen and develop their practice.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 205722 Local authority North Lincolnshire Inspection number 876252

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 24 Number of children on roll 25 Name of provider South Ferriby Pre-School Committee Date of previous inspection 23/11/2011 Telephone number 07910 922435

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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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