Forget-me-nots Pre-School

Forget-me-nots Pre- School Tring Community Centre, Silk Mill Way, TRING, Hertfordshire, HP23 5EP

p.1

Inspection date

Previous inspection date 12 February 2015 17 July 2014

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 The pre-school has recently developed their outdoor provision for children. They make good use of the local woodland and have created unique spaces to help extend upon children's learning and desire to play in the outdoors.  Active soft play sessions held in the main hall help children to expel any excess energy and channel any boisterous behaviour in a meaningful way. This is beneficial not only for children's physical skills, but also their emotional well-being.  The staff are considerate towards young children's need to settle and feel secure. With this in mind, they invite parents to stay as long as they need to help children feel confident. This establishes warm and trusting relationships between families and the pre-school, and children are content as a result.  The manager and staff at the pre-school have fully addressed weaker areas identified at the previous inspection. Their enthusiasm and commitment to raising standards at

p.1

This provision is good

the pre-school have resulted in rapid improvement in the quality of teaching, and children make good progress.

p.1

It is not yet outstanding because:

 Children cannot always explore their natural desire to use all of their senses during play. This is because there is not a wide range of opportunities to promote this.  Children do not always know what will happen next, as some parts of their daily routine change and staff do not always consistently use their successful prompts, such as songs and rhymes, to prepare them for this.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 increase the range of sensory materials and natural resources available for the youngest children, so that they use all their senses to explore and discover in their play  extend upon the use of music and rhyme in the daily routine to help children to learn about what will happen next to prepare them for changes in the session.

p.2

Inspection activities

 The inspector observed children's activities in the main room and outside area of the pre-school.  The inspector spoke with parents, children and staff at the pre-school.  The inspector carried out a joint observation and meeting with the manager.  The inspector read through a variety of information, including policies and procedures, safeguarding information, such as evidence of the suitability of staff, children's learning profiles and self-evaluation documentation.

p.2

who attend. This is good

Staff observe children and use the information gathered to plan for their learning. The recent introduction of a new computer tracking system means that staff are able to further scrutinise their findings. For example, they can track groups of children and review the effectiveness of teaching in specific areas. The quality of teaching is consistently good. However, the resources available for young children do not always foster their explorative nature. There are fewer resources to stimulate their preference for sensory learning. For example, children largely ignore many of the resources in favour of playing with cardboard tubes and sand. The staff engage with the children, joining them in imaginative play, such as asking if the crocodile glove puppet would like to have a snack. The gentle and timely interactions of staff help children to enjoy their time at the pre-school. The staff work well with parents to exchange information about learning. They give parents guidance about

p.3

who attend. This is good

what children need to do next to help successfully prepare them for their next stage in learning.

p.3

good

Staff form close relationships with their key children. Children feel unique and included at the pre-school as they each have a drawer with their name on, where they store their belongings. They take great pride in their work, for example, showing staff the clay hedgehog they have made the day earlier. They store their creation inside their drawer in readiness to take it home to show their parents. This demonstrates children's high self- esteem and confidence in their abilities. Children sit together to eat. They enjoy this sociable time where staff spend time explaining to them about good health practices, such as washing their hands, and the benefit of drinking water. Children behave well because staff clearly explain to them about the consequences of their actions and teach them how to stay safe. Staff use songs and rhymes to help children to be aware of when to tidy up. However, they do not always use these prompts at other times of the session before a

p.3

good

change is about to happen. Therefore, at times, young children are not always prepared when it is time to move on to something different.

p.3

provision is good

The staff at the pre-school demonstrate a good awareness of safeguarding and child protection issues. They use their learning from attending training courses to review the efficiency of the current policies and procedures. Close working with other settings and professionals leads the pre-school to review and implement new ways of working. The most recent changes include a more thorough procedure for supervising the performance of staff. The manager works closely with the staff team to create a culture of reflective practice and ongoing improvement for children., The pre-school staff have implemented positive changes by updating their knowledge through training, and working with other settings. This helps to create a safe and productive learning environment where children make good progress from their individual starting points.

p.3

Setting details

Unique reference number EY342712 Local authority Hertfordshire Inspection number 984207

p.4

Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 20 Number of children on roll 14 Name of provider Tring Community Association Committee Date of previous inspection 17 July 2014 Telephone number 01442 890192

p.4

Type of provision

Forget-me-nots Pre-School was registered in 2006. The pre-school employs five members of childcare staff, four of whom hold appropriate early years qualifications at level 3. The pre-school opens from Monday to Friday, during term time only. Sessions are from 9am until 12noon, with a lunch club operating on Mondays, Wednesdays and Fridays. On these days, the pre-school remains open until 2pm. The pre-school provides funded early education for two-, three- and four-year-old children.

p.4

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.

p.4

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.

p.4

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’.

p.5

Type of provision

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

p.5