Long Buckby Pre School

Long Buckby Pre-School Baptist Church Schoolrooms, Market Square, Long Buckby, Northamptonshire, NN6 7RR

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Inspection date

Previous inspection date 5 March 2015 3 May 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:

 The quality of teaching is variable. Activities are not matched well enough to the children's needs. Therefore, children do not always make the best possible progress or are prepared effectively for school.  New systems for recording and reviewing progress are not yet fully embedded. As a result, staff do not always plan activities that challenge children or focus on closing the achievement gap between different groups of children.  Training opportunities for staff do not focus enough on improving the quality of teaching.  The children do not have daily access to the outdoors. Therefore, children who learn best outdoors are not having their individual needs and interests planned for effectively.

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It has the following strengths

 The staff, manager and pre-school committee have an understanding of how to protect and safeguard children. They are aware of the signs of abuse and know what to do if they have concerns about a child's well-being.  The children are happy and engaged in the pre-school. Staff engage in the children's play and their interactions with the children are positive.  The manager and pre-school committee aspire to improve the pre-school and have plans in place to overcome the weaknesses for better outcomes for the children.  The pre-school is well regarded within the local community and opportunities for the children to take an active part in village life are embedded.

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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

 improve the quality of teaching by planning activities that extend children's learning further and take into account the children's different abilities  ensure training and development opportunities for staff focus more closely on improving the weaknesses identified in the quality of teaching  ensure the children have their daily entitlement to outdoors provision to enhance the children's learning experiences and to cater for those children who learn best outdoors.

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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

 embed the assessment overview to identify areas for staff supervision, training and support, and to implement timely interventions that rapidly close gaps in children's learning.

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Inspection activities

 The inspector checked for evidence of suitability and qualifications of the staff working with the children.  The inspector observed play and learning activities and spoke to staff and children indoors and outdoors.  The inspector held meetings throughout the inspection with the manager, and looked at and discussed a range of policies and procedures. She carried out a joint observation with the manager and discussed the pre-schools self-evaluation process.  The inspector took into account the views of the parents spoken to on the day.  The inspector looked at a selection of children's assessment files and discussed their progress with their key person.

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who attend. This requires improvement

The quality of teaching is variable. Staff complete observations on children to assess and monitor their progress. However, they do not always use this information effectively to plan children's future learning and prepare them effectively for school. Staff do not always take into account the children's individual next steps when planning their weekly topic and carrying out adult-led activities. As a result, activities are not always sufficiently challenging and children make satisfactory progress rather than good progress in their learning. The staff provide a broad range of activities to promote children's development across all areas of learning. The staff take advantage of their close links with the local community and plan opportunities for the children to learn in different environments. For example, the children went to the local library to take part in a story-telling session as part of their World Book Day theme.

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requires improvement

The staff are caring, approachable and engage well with the children. They spend most of their day down at the children's level playing and interacting with them. The indoor environment is safe and welcoming, with spacious zones for the children to move around in. The children have opportunities to select the resources they want to play with on the day and engage in their child-initiated play. However, the children do not consistently have daily outdoor opportunities for outdoor play and learning. As a result, the children's different learning styles are not being consistently catered for. The staff work closely with the parents when the children first start at the pre-school. They gather information about the children's interests and starting points in their learning. This results in the children settling quickly into the pre-school. The staff encourage the children to manage their own basic hygiene by washing their hands before snack, dinner and after visiting the toilet.

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provision requires improvement

The manager and the pre-school committee work closely together and are driven to improve the pre-school. Their drive has led to an awareness for the need of peer to peer observations and monitoring the quality of assessments. The manager is new to her role and works alongside the staff. In the short time she has been in post she has identified areas where improvements need to be made. A system for monitoring the progress of different groups is one of them. However, as this is not yet fully established, identifying gaps in progress is not taking place. Therefore, this has an impact on planning appropriate activities and next steps for the children. The manager has already begun to send the staff on regular training. However, the training is focused on what the staff want to do, rather than what the pre-school needs them to do to improve the children's achievements. The manager and staff meet regularly with parents to discuss and agree their child's targets.

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provision requires improvement

This means parents are suitability supported to help continue their learning at home.

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Setting details

Unique reference number 220210 Local authority Northamptonshire Inspection number 865860

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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 58 Name of provider Long Buckby Pre-School Committee Date of previous inspection 3 May 2012 Telephone number 01327 842587

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Type of provision

Long Buckby Pre-School is a committee run group and was registered in 1971. The pre- school employs nine members of childcare staff. Of these, seven hold appropriate early years qualifications at level 2 and 3, including two with Early Years Professional status or Qualified Teacher Status. The pre-school opens from 9am to 12 noon, Monday to Friday, and 12 noon until 3pm on Tuesdays and Thursdays. 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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