Sleaford Methodist Pre-school

Sleaford Methodist Pre- School Sleaford Methodist Church, Church Lane, Northgate, Sleaford, Lincolnshire, NG34 7EL

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Inspection date

Previous inspection date 23 February 2015 26 March 2012

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Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Requires improvement The contribution of the early years provision to the well-being of children Requires improvement The effectiveness of the leadership and management of the early years provision Requires improvement The setting does not meet legal requirements for early years settings

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This provision requires improvement. It is not yet good because:

 Staff do not provide outdoor play and learning experiences on a daily basis. This means that children's physical well-being and all-round development is not fully supported.  The manager does not make use of her evaluations of teaching practice to regularly review with staff any areas for development. Consequently, systems for performance management do not promote continued improvement in the quality of teaching.  Staff do not take into account each child's stage of development when planning for their future learning experiences. As a result, children do not make the best possible progress because learning experiences are not tailored to meet their individual needs.  Staff do not always take into consideration younger two-year-old children's varying levels of development when planning group activities. This means the children occasionally become distracted and are not actively engaged in these sessions.

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It has the following strengths

 Parents speak highly of staff. They say they are kept informed about their children's learning on a regular basis. Staff act promptly and discuss with parents any areas where they feel children might need more support.  Staff keep children safe and secure. The manager and her team have a clear understanding of their roles and responsibilities to safeguard children. They are knowledgeable about the procedures to follow in the event of concerns.

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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

 plan and provide daily opportunities for children to explore, play and learn in the outdoor environment  use information gained from observational assessments so there is greater clarity about individual children's next steps and use this information to plan targeted and focused experiences that are clearly linked to what children need to achieve next.

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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 staff supervision so that it is sufficiently focused on any areas for improvement and reflects on performance targets agreed with staff in order to raise the quality of teaching across the team to the highest level  consider the organisation of large group activities to ensure younger children's needs are fully considered so they are continually engaged and motivated to learn.

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Inspection activities

 The inspector observed activities and the quality of teaching in the main playroom.  The inspector spoke to members of staff and children at appropriate times during the inspection. She held a meeting with the manager of the pre-school.  The inspector carried out a joint observation with the deputy.  The inspector took account of the views of a number of parents spoken to on the day of the inspection.  The inspector looked at children's records, planning documentation, evidence of the suitability of staff working in the pre-school. She also looked at a range of other documentation, including policies and procedures.

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who attend. This requires improvement

Staff provide a range of activities, which cover all areas of learning. They observe and assess children as they play. However, staff do not use information from observational assessments to plan challenging experiences which are sharply focused and appropriately tailored to individual children's learning needs. This means children do not make the best possible progress in their learning, in preparation for starting school. Children are able to choose from a variety of resources during free play. They explore their senses and make marks as they run cars through shaving foam. However, staff do not adapt some activities to take into account young children's stages of development. For example, two-year-old children often lose interest and become distracted during large, adult-led group activities. This means they are not fully engaged in their learning. Staff accompany children and parents when they visit their new school. They provide resources and experiences so

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who attend. This requires improvement

children know what to expect. This prepares children to feel emotionally ready for their move to school. Children, including those who speak English as an additional language, are making steady progress in their communication and language skills. Parents are kept informed about children's progress through daily discussion and termly meetings with their child's key person. Some parents share observations of children's learning from home, which enables staff to follow these interests in pre-school.

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requires improvement

Staff are kind and caring. Children seek out staff for cuddles and reassurance when needed. They come into pre-school happy and confident to begin playing with their friends. Children show consideration for each other and share resources well. Staff collect information on entry about children's likes and dislikes, which helps staff to meet children's emotional needs from the start. Children balance and climb on apparatus indoors, which contributes somewhat towards their physical development. However, opportunities to learn and explore in the outdoors are infrequent. As a result, children do not benefit from daily exercise, fresh air and well-planned outdoor learning experiences.

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provision requires improvement

The manager monitors the provision, including the quality of teaching and observes staff practice along with a member of the committee. However, they do not act on these observations to discuss and regularly review with staff their strengths and any areas for improvement. As a result, performance management processes are not fully effective in raising the quality of teaching and learning. Staff complete appropriate training, which helps to assure children's welfare. The manager is prompt to engage with other professionals and outside agencies when some children are not making expected progress. This means that children benefit from early intervention strategies and get the support they need. Staff foster some good links with other providers where the care of children is shared, including local childminders. This helps to ensure that children receive continuity of care and consistent learning experiences.

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Setting details

Unique reference number 253601 Local authority Lincolnshire Inspection number 866767

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 26 Number of children on roll 56 Name of provider Sleaford Methodist Church Committee Date of previous inspection 26 March 2012 Telephone number 01529 306977

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Type of provision

Sleaford Methodist Pre-school was registered in 1973. The pre-school employs eight members of childcare staff. Of these, five staff hold appropriate early years qualifications at level 3, and two hold Qualified Teacher Status. The pre-school is open during term time on Monday to Friday from 9am to 12noon and from 12.45pm to 3.45pm from Monday to Thursday. The pre-school provides funded early education for two-, 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

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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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