Beckington Pre-School

Beckington Pre-School Baptist Church Hall, Beckington, Frome, Somerset, BA11 6TD

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Inspection date

Previous inspection date 23 January 2015 9 November 2009

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Teaching is good in the pre-school and an interesting range of well-planned activities help to support children's learning effectively. Consequently, children make good progress.  The provision for children's physical development is especially strong. Children have very good access to the outdoor spaces, which offer good challenge for all children. Using this area helps to support children's confidence and self-esteem.  Staff establish good partnerships with parents. These help a shared approach to the children's ongoing learning and development, and means their care needs are met.  Leadership is good. The pre-school leader has high expectations for all staff. This aspiration helps staff provide a high standard of care and education for all children.

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It is not yet outstanding because:

 Older and more able children have fewer opportunities to consider mathematical ideas such as adding and subtracting in their play.  Staff provide fewer opportunities for children to develop independent personal skills during snack times because staff carry out tasks for children that they could learn how to do for themselves.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 strengthen children's mathematical skills, for example, by encouraging more able children to use mathematical terms, such as 'add' and 'take away' during every day routines and activities  provide children with further opportunities to gain independence by allowing them to carry out more tasks for themselves, such as setting tables and cutting their fruit during snack times.

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Inspection activities

 The inspector had a tour of the premises and observed children playing in the playroom and the outdoor areas.  The inspector held discussions with the registered person and pre-school leader and spoke with the staff and children at appropriate times during the inspection.  The inspector looked at the children's learning records, planning documentation, evidence of suitability of staff working within the pre-school, a selection of policies and procedures, and a range of other documentation.  The inspector took account of the views of parents and carers spoken to on the day.

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who attend. This is good

All staff have a good knowledge and understanding of how children learn and develop. Staff record observations of children during their play and then use this information to plan and enhance further learning experiences. This approach results in all children making good progress. Children's communication and language skills are developing well. These are promoted well during play because staff use positive teaching methods, such as giving clear explanations, asking challenging questions, and introducing new ideas. Children have access to a good range of resources to build foundations for their early literacy. For example, many of the children used white boards to write their names and to recognise the names of others. This practice helps to develop children's recognition of written words and letters. Children have many opportunities to count, sort and match through a range of games and puzzles. For example, children constructed a 'rocket', while

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who attend. This is good

staff incorporated words, such as cylinder, and space. However, staff are not always alert to extending more able children's emerging mathematical skills during play activities. Nevertheless, children gain the skills they need ready for their move to school.

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good

There is a well-established system to help children settle in. Each child has a designated special person, who develops secure relationships with both the child and the family. This means children are happy and settle well. Staff value children's efforts, praise children for being kind and use certificates to celebrate their achievements. Children behave well. All staff successfully promote children's good health and well-being. They help children to manage their personal care independently and hygienically. This expectation helps to reduce the spread of germs. Children are encouraged to eat healthily and they have fresh fruit for their snack. However, staff do not make the most of snack time to encourage children to take on more responsibilities when ready.

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provision is good

Staff have secure knowledge and understanding of safeguarding issues and know the procedure to follow if they have concerns for a child's welfare. The staff complete regular safeguarding training. The committee has clear policies and procedures to guide staff practice, which help them protect children. Staff know their roles and responsibilities. The pre-school leader reviews children's assessments and staff planning, which helps her to monitor children's learning and progress. She identifies staff training needs accurately through supervision and appraisal meetings. Self-evaluation methods are thorough and include the views of children, parents and staff. Effective links with local schools mean that staff support children well as they move on to the next stage in their learning. This promotes a shared and effective approach to the children's development and learning experiences. Parents are kept well informed of children's activities and progress.

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Setting details

Unique reference number 142972 Local authority Somerset Inspection number 836646 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 18 Number of children on roll 29 Name of provider Beckington Pre School Committee Date of previous inspection 9 November 2009 Telephone number 01373 831492

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Setting details

Beckington Pre-school opened in 1992 and registered with Ofsted in 2001. A committee of volunteers manages the pre-school. The pre-school providers funded early education for two-, three- and four-year-olds. Children have use of a main hall. There are two enclosed outside areas available for outdoor play activities. The pre -school opens five weekdays during school terms. Sessions run from 9.30am until 3pm on Mondays, Wednesdays and Thursdays, and from 9.30am until 1.30pm on Tuesdays and Fridays. The pre-school is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The pre-school has five members of staff, four of whom hold relevant qualifications at level 2 or above.

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Setting details

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

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

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Setting details

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Setting details

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

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