Brooksite Under 5's

Brooksite Under 5's C/O Belper School, John O'Gaunts Way, BELPER, Derbyshire, DE56 0DA

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Inspection date

Previous inspection date 17 March 2015 6 July 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

 Children are safe at the pre-school because staff are vigilant in their supervision and implement vigorous safeguarding policies and procedures. The manager carries out detailed risk assessments to minimise hazards. Consequently, children are kept safe at all times.  Children enjoy their play because staff plan activities around their preferences. Good quality information is recorded to support children's next steps in their learning. As a result, children make good progress.  Staff adapt activities well to cater for children with special educational needs and/or disabilities and children who speak English as an additional language. As a result, all children make good progress given their starting points.  Children are happy, confident and comfortable in their surroundings. Staff have developed strong relationships with children ensuring children's emotional well-being is promoted well.  Staff promote physical development effectively. As a result, children are handling

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This provision is good

equipment efficiently and gaining good control and coordination of their bodies.  Staff promote physical development effectively. As a result, children handle equipment efficiently and gain good control and coordination of their bodies.

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It is not yet outstanding because:

 Children's play is sometimes interrupted. As a result, they are not always given sufficient time to pursue their learning or return to previous activities to complete them to their satisfaction.  Staff do not always make the most of the opportunities to develop children's understanding of mathematics during everyday routines and activities.

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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

 enhance opportunities for children to consistently pursue their own learning, continue with their chosen play, revisit activities and complete the tasks to their satisfaction  focus more precisely on encouraging children to use numbers, shapes and measurement in their play, in order to enhance their understanding of mathematics.

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Inspection activities

 The inspector spoke to the children, staff, parents and held discussions with the manager.  The inspector observed activities indoors and outside, including snack time.  The inspector completed a joint observation with the manager.  The inspector looked at children's assessment records, learning journey records and planning documentation.  The inspector checked evidence of the suitability and qualifications of staff working with the children, the policies and procedures and the pre-school's action plan.

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who attend. This is good

Children are confident and active learners. They instigate their own play as they investigate the activities on offer to them. Children concentrate and listen to instructions and stories well. As a result, they are gaining useful skills for the eventual move to school. However, at snack time staff interrupt children's learning. They clear away activities and sometimes introduce new ones. Consequently, staff do not give the children the time they need to complete, refine and finish what they are already doing. Teaching in the pre- school is effective and supports children's learning most of the time. Staff know the children well and provide good levels of challenge. However, staff do not always encourage the children to use mathematics in their play, for example, helping them recognise numbers or shapes in the environment. Children's interest in role play leads to them holding good conversations and extending their language skills well. Parents are

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who attend. This is good

actively involved in their children's learning and development.

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good

Staff create a welcoming provision where all children blossom and thrive. Children are happy and content and show a good sense of belonging. Staff promote good hygiene procedures and encourage the children to use their self-help skills effectively. Gradual settling-in processes support children well in the move from home to the pre-school. Children are well behaved. They receive constant praise which boosts their self-esteem. They play harmoniously together, sharing toys and taking turns. This also helps in their preparation for school. There are good links with the host school. The manager discussions children's achievements with the teachers and passes on a summary of their learning. This helps to provide continuity in children's learning and care. Children are beginning to learn about healthy lifestyles. They take part in daily exercise and enjoy healthy snacks. Staff effectively teach children how to be safe.

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provision is good

Leadership is strong. The manager is experienced and passionate towards her role. She takes all reasonable steps to ensure she meets the requirements of the Early Years Foundation Stage. Recruitment arrangements are very good to ensure staff are suitable to care for children. The manager completes inductions, supervision sessions and appraisals with the staff to enhance their performance. She identifies staff's training needs sufficiently to broaden their continuous professional development. The manager monitors the children's progress thoroughly. She notices any gaps in their learning and closes them quickly. Consequently, children continue to make good progress over time. The manager and her team reflect critically and have identified the strengths and weaknesses of the pre-school. They have put together a detailed action plan and involved the parents and committee in the process. As a result, they are improving the quality of the service the

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provision is good

pre-school offers. Partnerships with schools, local authority and outside agencies all contribute to providing continuity of care for children and their families.

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Setting details

Unique reference number 206732 Local authority Derbyshire Inspection number 865426 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 18 Number of children on roll 51 Name of provider Brooksite Under 5's Committee Date of previous inspection 6 July 2009 Telephone number 07989 128155

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Setting details

Brooksite Under 5's was registered in 1975 and is run by a committee. The pre-school opens five days a week during school term only. Sessions are from 9am until 12noon from Monday to Friday and also 12.20pm until 3.30pm on Monday, Tuesday, Wednesday and Friday for pre-school children. The pre-school receives funding for free early education for two-, three- and four-year-old children. There are seven staff employed at the pre-school. Of these, six hold an early years qualification at level 3 and one member of staff is unqualified.

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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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