Earleybird Pre-School

Earleybird Pre-School The Terrapin, Hawkedon School Grounds, Hawkedon Way, Lower Earley, Reading, Berkshire, RG6 3AP

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Inspection date

Previous inspection date 28 January 2015 29 January 2010

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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

 Good quality teaching, based on a strong knowledge of children's individual current achievements and next steps in learning, help children progress steadily towards the early learning goals.  Staff prepare rich and varied learning environments indoors and outdoors which spark children's interest and enthusiasm to play, explore and investigate.  Children behave very well; they are happy and develop the confidence to mix with children and siblings from the adjacent reception classes, in their shared outdoor play areas.  Staff consistently give the highest priority to the safety of children and support their growing understanding of how to keep themselves safe and healthy.  Partnership working with parents and colleagues is strong, supporting children's learning, development, and well-being during their time at the pre-school and as they move on to school.  The manager combines her skills in early years and business management, as she

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This provision is good

draws together the views of parents, colleagues, and children to drive forward further improvements across the pre-school.

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It is not yet outstanding because:

 Occasionally, younger children lack confidence when entering the pre-school because it is busy and their key person is settling other children.  Opportunities for children to select, use, and experiment with technology that works, are limited both indoors and outdoors.

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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

 review and strengthen the role of the key person or their buddy, as they greet and steer younger children through the busy start to each session  improve the educational programme for technology by providing a wider range of resources that children can learn to select, operate and experiment with themselves.

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Inspection activities

 The inspector observed a wide range of activities across all areas of the pre-school and talked with staff and children about what they were doing.  The inspector reviewed documents and procedures relating to safeguarding and equal opportunities, and checked a selection of other policies.  The inspector sampled a range of children's records, the pre-school's planning, evaluation, and the information exchanged with parents and external professionals.  The inspector took account of the views of parents spoken to on the day and reviewed written communication from parents.  The inspector met with the leadership team and conducted a joint observation with the manager.

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who attend. This is good

Children make good progress in their learning and development because the manager and her team know, and effectively implement, the requirements of the Early Years Foundation Stage. The manager's clear focus on raising the quality of teaching through higher levels of training and qualifications is evident across staff practice. Children easily access a wide range of good quality learning experience, which staff design to meet their individual needs and provide them with further challenge. However, working resources to extend children's understanding and use of technology were limited. Senior staff monitor children's progress across all areas of learning and development and quickly address any gaps in children's knowledge and skills. Staff work well with parents and external agencies to link children's learning and development across home and the pre-school. Very close working practices between the pre-school and school staff, result in children moving easily

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who attend. This is good

between locations. Staff are very effective in preparing children emotionally and educationally for the next stage in their learning.

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good

Staff place a high priority on developing effective working relationships with families from the start. Home visits, flexible starts, and 'stay and play' sessions all help families to engage with the daily practices at the pre-school. The key person system is generally very effective in tailoring care and learning to meet children's individual needs. However, not all staff work consistently with a buddy, to build the confidence and social skills of some of the younger children when their key person is attending to other children. With support from their key person, children soon happily explore the stimulating indoor and outdoor play areas staff prepare for them. Children learn to be kind to each other as they share and play imaginatively with interesting resources. Observant staff encourage children's increasing independence in choosing healthy options for snack, and managing their personal needs as they find the appropriate clothing for outdoor play and investigations.

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provision is good

All staff keep children's safety and welfare a priority as they follow well thought-through policies and procedures to meet all the requirements of the Early Years Foundation Stage. Parents express their confidence in the manager and her committed staff, knowing they care deeply for the children, and for their safety. The manager knows her staff well, and uses their strengths and training to enhance their daily practice with the children. She also has clear systems for evaluating their impact on children's levels of progress, and identifying areas for improvement within the team. Regular staff supervisions help her to work with staff to sharpen their skills in areas where they are less confident. With support from their committee, staff continue to raise standards and achievements for all children.

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Setting details

Unique reference number 148652 Local authority Wokingham Inspection number 841834 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 30 Number of children on roll 62 Name of provider Earleybird Pre-School Committee Date of previous inspection 29 January 2010 Telephone number 07986440308

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Setting details

Earleybird Pre-school registered in 1992. It is run by a parent committee and operates from a building attached to Hawkedon Primary School, in Lower Earley, near Reading. The pre-school opens each week day during school term time. Sessions are from 9am to 12 noon and 12.15pm to 3.15pm. A lunch club is also available. The pre-school is in receipt of funding for the provision of free early education for children aged two, three, and four. There are 11 staff who work with the children, nine of whom hold relevant qualifications. The pre-school also employs an administrator.

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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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