Clarence House Godmanchester Pre School

Clarence House Pre-school Godmanchester St Mary's Church Hall, Chadley Lane, Godmanchester, Cambridgeshire, PE29 2AL

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Inspection date

Previous inspection date 5 February 2015 13 December 2010

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This inspection: Good 2

Previous inspection: Satisfactory 3 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

 Staff accurately assess children's abilities and plan suitably challenging experiences to extend learning. Consequently, all children, including those with English as an additional language, make good progress in their learning and development.  Staff skilfully promote children's mathematical and language development in activities and through daily routines.  The key-person system is implemented effectively to ensure that each child has a named person to take responsibility for their daily well-being, plan for their learning and development and build positive relationships with parents. As a result, children are well settled and confident in the pre-school.  Partnership working with parents is strong. Parents are very happy with the service. They speak highly of staff and the positive difference the pre-school has made to their child's learning and development.  The manager and her team continually evaluate the pre-school practice. They

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This provision is good

effectively identify aspects for improvement to support the ongoing development of the pre-school.

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It is not yet outstanding because:

 Rigid adult-led craft ideas and limited choice in the materials available, mean that the opportunity for children to be creative is at times, too restrictive.  On occasion, the organisation of the day prevents children from having sustained time to play independently at their chosen activity. As a result, children become disinterested in large group activities and lack motivation for learning.

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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 the quality of creative opportunities for children, by increasing the range of materials available, so that children can explore, experiment, investigate, invent and develop their own artistic ideas  review the organisation of the day to ensure that children have sustained time to persist at their chosen activities.

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Inspection activities

 The inspector had a tour of the premises.  The inspector observed activities and the quality of teaching in the indoor and the outdoor learning environments.  The inspector conducted a joint observation with the manager.  The inspector held a meeting with the manager and spoke to staff throughout the inspection when appropriate.  The inspector looked at children's assessment records and planning documentation.  The inspector checked evidence of the suitability and qualifications of staff working with children and the provider's procedures for self-evaluation.  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

Teaching is consistently good. Staff have high expectations of children and pose probing questions to extend their learning. Pictures and words in children's home languages are displayed. This helps to strengthen children's understanding and promotes communication skills. Consequently, children with English as an additional language are appropriately supported. Children access resources from low-level storage units. Staff provide a range of sensory play experiences, such as water play and mark making activities. However, art and craft activities are often devised by an adult and as a result, displays within the pre- school do not reflect children's own creative ideas. Children take part in large group activities, for example, they sit together for story time. On occasion, the number of planned group activities in one session, means that children have limited time to play independently and develop their own interests and ideas. Therefore, children lack

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who attend. This is good

concentration and are easily distracted.

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good

Initial home visits help staff build relationships with families early on and support children to settle in quickly. Behaviour is good. Children learn to share, take turns and develop friendships through play. This prepares them emotionally for the next stage in their learning. Children's physical skills are developing well. They have regular opportunities to take part in planned movement sessions. In addition, they can choose to play outdoors. Children delight in digging and filling containers in the mud kitchen. Staff playfully join in with children and count together as they jump. Children develop good self-help skills, preparing them well for their move to school when the time comes. They are encouraged to be independent. At meal times, children confidently serve their own food and pour their own drinks. Lunch time is a social occasion as staff sit with children to eat. Children talk to staff about the foods that will make them grow strong, reinforcing healthy choices.

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provision is good

Leadership at the pre-school is strong. The manager has clear a understanding of her responsibilities in meeting the requirements of the Early Years Foundation Stage. Recruitment and induction procedures are well organised. Staff are knowledgeable about how to safeguard children. There are a sufficient number of first-aiders in place to respond to emergencies quickly. The management team regularly monitor the educational programme available and check the accuracy of children's ongoing assessments. Staff are well supported through frequent supervision meetings. Peer-on-peer observations contribute to staff's professional development. Staff are encouraged to attend relevant training to keep their knowledge up to date. Staff regularly share key information to improve practice. There are good links established with local schools and external agencies to ensure individual children's needs are met.

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Setting details

Unique reference number EY412686 Local authority Cambridgeshire Inspection number 879760

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 47 Number of children on roll 62 Name of provider Clarence House Day Nurseries Ltd Date of previous inspection 13 December 2010 Telephone number 01480 458638

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Type of provision

Clarence House Pre-school was registered in 2010. The nursery employs 10 members of childcare staff. Of these, six hold appropriate early years qualifications at level 3. The pre- school opens from Monday to Friday all year round. Sessions are from 7.30am until 6.30pm. The pre-school provides funded early education for three- and four-year-old children.

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Type of provision

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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Type of provision

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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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

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

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