Winfrith Pre-School

Winfrith Pre-School School Lane, Winfrith Newburgh, Dorchester, Dorset, DT2 8JL

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Inspection date

Previous inspection date 3 March 2015 12 February 2009

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This inspection: Inadequate 4

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Inadequate 4

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This inspection: Inadequate 4

The contribution of the early years provision to the well-being of children Inadequate 4

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This inspection: Inadequate 4

The effectiveness of the leadership and management of the early years provision Inadequate 4

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This inspection: Inadequate 4

The setting does not meet legal requirements for early years settings

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This provision is inadequate

 Children do not have a key person as required. This means that there is no specific person to build partnerships with parents and coordinate children's individual learning.  Staff are not clear about children's next steps in their learning to enable them to plan appropriate and challenging activities. Consequently, children do not make good progress.  Staff do not have regular supervision to help them improve their practice.  Staff have not completed the required progress checks for children aged two years.  Staff do not regularly use effective questioning or conversation to encourage all children's language skills and understanding. Some children who learn English as an additional language are not encouraged sufficiently to communicate during the day.  Staff do not use the outside area to promote all areas of learning. Children generally engage in mainly physical play. Staff deployment is not effective in supporting all

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This provision is inadequate

children, particularly when children can choose to play outside.

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It has the following strengths

 Staff provide a safe and welcoming environment with a good range of play equipment.  Staff are able to recognise child protection issues and know the procedures to follow if they have concerns.  The manager is keen to make improvements. She has started to develop positive communication with the school in order to support children when they start in Reception.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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What the setting needs to do to improve further

 ensure that each child is assigned a key person to engage with parents and make sure that each child's learning is tailored to meet their individual needs  develop the observation and assessment system to enable staff to identify and plan for children's individual next steps in their learning  improve staff deployment and interaction with children when supporting their play, providing appropriate challenge to promote their language skills and understanding, with particular regard to children who learn English as an additional language  ensure a progress check is completed for children aged two years, and a written summary provided to parents or carers  implement regular staff supervision to provide the required support, coaching and training to help all staff promote the interests of children.

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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

 develop the outside area to promote all areas of learning.

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Inspection activities

 The inspector observed children's activities inside and outside.  The inspector spoke to the manager, staff and children at appropriate times during the inspection.  The inspector sampled records and documentation, which included children's progress records, planning and policies.  The inspector spoke to parents and considered their views.

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who attend. This is inadequate

Staff are starting to make observations of children's play to identify their stage of development. However, these are not used effectively to plan for every child. Therefore, children do not make good progress or develop important skills for the next stage in their learning. Staff talk with some children about events in their lives and describe what they are doing as they play. However, some children who do not speak English at home do not receive the same support to help them communicate. Staff plan activities so that children can learn through play and exploration, such as investigating cornflour mixed with water and paint. Children like to feel the texture with their hands, and make marks and patterns in the mixture.

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inadequate

Although children are happy, they have not been allocated a key person. Therefore, some children, particularly those who have a different home language, do not receive sufficient support to be confident and make good progress. Staff help children learn about healthy lifestyles. They provide various snacks that include fresh fruit, and involve children in growing their own vegetables. The outdoor area has been improved with an all-weather surface to enable children to play outside each day. However, they mainly learn physical skills, such as manoeuvring wheeled vehicles, throwing balls or rolling tyres. Staff do not encourage children's literacy and mathematical skills outside. Staff do not always use their time effectively to support children's play at this time. For example, some complete daily diaries or prepare activities rather than interacting with the children.

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provision is inadequate

The new manager is beginning to implement changes to improve children's experiences. However, improvements have not yet made a positive impact on children's learning. Although staff supervision is planned, meetings have not taken place. The committee and staff are developing their understanding of the requirements by taking advice from relevant professionals to improve recruitment and induction procedures. The manager has attended various training courses and is beginning to encourage staff to identify where they can improve and add resources to promote particular areas of learning. Tracking of children's progress is not accurate enough to identify gaps in their learning, because the new assessment process is still in its infancy. Staff share information with parents regularly to enable them to meet children's care needs appropriately. They talk to other early years providers when children attend additional settings, to help provide consistency

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Setting details

Unique reference number 153448 Local authority Dorset Inspection number 836782 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 15 Number of children on roll 20 Name of provider Winfrith Pre-School Committee Date of previous inspection 12 February 2009 Telephone number 01305 851877

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Setting details

Winfrith Pre-School registered in 1993. It operates from a self-contained unit in the grounds of Winfrith First School, in the village of Winfrith Newburgh, Dorset. The pre- school opens on weekdays during term time, from 8.45am to 3.15pm. The pre-school receives funding to provide free early years education to children aged two, three and four years. Three members of staff work with the children. The manager holds an early years qualification at level 3. One member of staff is qualified at level 2, studying towards level 3. The other is unqualified, studying towards a level 2 qualification.

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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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