Langar Nursery

Pre-School Learning Alliance Langar Childcare Langar Primary School, Barnstone Road, Langar, NOTTINGHAM, NG13 9HH

p.1

Inspection date

Previous inspection date 2 March 2015 2 July 2009

p.1

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

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

 Children make consistently good progress in their learning because teaching is good and practitioners plan engaging activities. As a result, children are acquiring the skills and attitudes to be ready for school.  Practitioners have created an environment that is well resourced, interesting and accessible for children, which enables them to develop their independence.  Children are effectively safeguarded because practitioners have a comprehensive understanding of the pre-school's safeguarding policy. Safety is maintained because the premises are secure and practitioners are vigilant regarding access.  An effective key-person system ensures children's needs are met and parents are fully informed about their children's learning. In addition, effective communication with other early years settings complements children's learning.  Leadership is strong. Management and practitioners are well motivated to develop the

p.1

This provision is good

pre-school, in order to improve children's learning and well-being. The pre-school has established an active parents' forum in order to gain parents' views and help drive continuous improvement in the provision.

p.1

It is not yet outstanding because:

 Practitioners occasionally miss opportunities to further extend children's learning because they do not address misunderstandings about children's ideas.  Children's critical thinking skills are not always fully promoted. This is because practitioners do not build on every opportunity to allow children to explore and challenge their own ideas.

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

 improve teaching and children's progress further by ensuring practitioners encourage children to explore and find the correct information to support their knowledge and understanding in their learning  develop further children's critical thinking skills by allowing children time to explore and challenge their ideas.

p.2

Inspection activities

 The inspector observed children during activities indoors and outdoors.  The inspector looked at a range of documentation.  The inspector spoke with practitioners and the managers at appropriate times throughout the inspection.  The inspector checked evidence of the suitability and qualifications of practitioners working with children and discussed the provider's improvement plans.  The inspector held joint observations with the managers.  The inspector took into account the views of parents spoken to on the day.

p.2

who attend. This is good

Practitioners are well qualified and understand that children learn best when they are active and are engaged in purposeful play. They make good use of musical interaction sessions to support children's personal, social and emotional development. Children are very engaged, motivated to take turns and join in with the activity. However, occasionally practitioners miss opportunities to enhance children's critical thinking skills. This is because, for example, children are not involved in experimenting and deciding on the instruments that would best make a particular sound during story time. Practitioners are skilled at linking children's previous learning experiences through songs and the use of effective questioning. This enables children to make links and extend their understanding of previous learning. Children are encouraged to use their imagination in their play. Practitioners support this by joining in and extending ideas through questions. However,

p.3

who attend. This is good

when children do not understand or know the answers to questions, they are not always supported to find the correct information. For example, when children are playing with small-world animals, practitioners ask, ' Does the lion live in the farm yard?' Children respond with a yes but this is not challenged to extend children's understanding of where lions live.

p.3

good

Children are very happy and secure in the pre-school because practitioners are very skilled at forming caring attachments with all the children. Key persons gather useful information from parents on registration in order to get to know children's interests and individual care needs. This eases the move between home and the pre-school. Children benefit from the practitioners' highly positive involvement during their play and this means that children's emotional well-being is well fostered. The move to school is skilfully managed through an effective partnership with the local school. This supports children emotionally. A variety of healthy and nutritious snacks are provided for the children. This is developing their understanding of a healthy diet and lifestyle. Daily outdoor activities are provided to ensure the children can be physically active and develop their coordination skills.

p.3

provision is good

The management team and practitioners show commitment and strive to develop their future practice. They have worked hard to address the recommendations raised at the last inspection. The management team are experienced and well qualified. Consequently, they have a secure knowledge of the learning and development requirements and how to keep children safe. Robust recruitment procedures ensure practitioners are safe and suitable to work with the children. Educational programmes are monitored through planning, moderation of children's development folders and the use of tracking documents. Any gaps in the provision are quickly identified and action taken. Practitioners are provided with a targeted programme of supervisions that supports their teaching practice and professional development.

p.3

Setting details

Unique reference number EY389655 Local authority Nottinghamshire Inspection number 859209

p.4

Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 24 Number of children on roll 55 Name of provider Pre-School Learning Alliance Date of previous inspection 2 July 2009 Telephone number 07950 475738

p.4

Type of provision

The Pre-School Learning Alliance Langar Childcare was registered in 2009. It operates from a purpose built unit attached to Langar Primary School and is managed by the Pre- School Learning Alliance. The pre-school employs eight 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 6pm. 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