Netherton Pre School

Netherton Pre-School Chapel Street, Netherton, Huddersfield, West Yorkshire, HD4 7ES

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Inspection date

Previous inspection date 11 March 2015 29 September 2009

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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

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This inspection: Good 2

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

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This inspection: Good 2

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

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Staff effectively use their observations to track and monitor children's progress. As a result, they provide a wide range of activities and resources, indoors and outdoors to promote children's good progress.  Children have good opportunities to make safe and independent choices in play. Staff skilfully build on children's choices to effectively promote their learning. As a result, children are creative, imaginative and enthusiastic learners. For example, when playing outdoors, children confidently initiate creating a bus and train, where they pretend to go on a variety of adventures.  The children are happy and they have good relationships with their key person and other staff. They respond well to the consistent routines and boundaries in place, which supports them to behave in a positive way.  Staff effectively support children to lead a healthy lifestyle. They provide a wide range of nutritious snacks and promote effective hygiene routines. They encourage children to

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This provision is good

be active through outdoor play, which children thoroughly enjoy.  Staff implement a wide range of policies and procedures to ensure they safeguard children. They deploy themselves well around the setting. As a result, they supervise children's play and provide any support to meet their individual needs.  Staff make use of a 'Wow' board to celebrate children's achievements and as a result, children have high self-esteem.

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It is not yet outstanding because:

 Staff do not always have a comprehensive understanding of children's learning at home.  Leaders and managers are not yet fully supporting staff to deliver exceptional teaching and practice. Therefore, some activities lack higher levels of challenge for some 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

 strengthen assessment arrangements by supporting parents more effectively to share comprehensive information about their children's development, and use this information to plan even more sharply for children's rapid progress from the start  strengthen the already good performance management arrangements, by, for example, ensuring high-quality supervisions to enhance the monitoring and evaluation of staffs' practice, so that they pursue excellence during all activities to consistently challenge children to the highest level.

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Inspection activities

 The inspector observed activities in the main playroom and outdoors.  The inspector spoke to the children and members of staff. She held discussions and meetings with the manager during the inspection.  The inspector carried out a joint observation with the manager.  The inspector looked at children's records, planning documentation, and a range of other documentation, including policies, procedures and self-evaluation. She checked evidence of the suitability and qualifications of staff working with children.  The inspector took account of the views of parents spoken to on the day of the inspection.

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who attend. This is good

Staff have a secure understanding of how young children learn and they provide activities across all areas of learning. This ensures children acquire the skills they need for school. Younger children enjoy making marks in the sand or on computer pads and older children write their name on their artwork. Staff have a good understanding of children's next steps in learning, and they plan for these well. Staff use an All about me form to gather information from parents about children's starting points, likes and care needs. However, this information does always cover all aspects of children's progress. Therefore, when staff are assessing children's development on entry, they do not always have a comprehensive awareness of their learning at home. Staff effectively promote all children's language and communication skills, including those who speak English as an additional language. Staff swiftly seek intervention where needed, and use narratives to build up children's

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good

Key person and settling-in arrangements are good to support children to develop strong bonds with staff. As a result, children are happy, they settle quickly and feel emotionally secure at the setting. Staff effectively support children to develop good social skills, independence and confidence. They talk to older children about what to expect when they start nursery or school. Children enjoy being active and playing outdoors. They ride their bicycles confidently around the different obstacles and enjoy playing role play with their friends. Staff implement effective health and hygiene routines to ensure they minimise the risk of illness and infection. Staff support children to independently manage their own personal care needs so that they develop good self-care skills. Staff have a positive approach to managing children's behaviour. They encourage children to share achievements and successes. As a result, children work as a team to put a 'gem' in the

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provision is good

Leaders, managers and staff have a secure understanding of the requirements of the Early Years Foundation Stage. All staff are aware of child protection issues, which means they protect children from harm. The commitment to improve is good and areas raised at the last inspection have been successfully addressed. Children now freely access drinking water and build and construct outdoors. Staff effectively monitor children's assessments and planning to ensure they quickly identify areas to improve. Performance management is routine, which includes staff supervisions and training. However, supervisions are not yet of the highest quality to consistently monitor and evaluate the quality of teaching. Therefore, during some activities, staff do not encourage children to explore all the resources available and they soon lose interest. Comments from parents are very positive. They say staff share children's progress and work well with other settings their children

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Setting details

Unique reference number 311301 Local authority Kirklees Inspection number 868012 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 24 Number of children on roll 34 Name of provider Netherton Pre-School Committee Date of previous inspection 29 September 2009 Telephone number 01484 664244

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Setting details

Netherton Pre-School was registered in 1992 and is managed by Netherton Pre-School Committee. The pre-school employ six members of childcare staff. Of these, all staff hold appropriate early years qualifications at level 2 or 3. The pre-school opens Monday to Friday during term time only and sessions are from 9.15am to 12.15pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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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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