Headingley Preschool

Headingley Pre-School Shire Oak (CE) VC Primary School,, Wood Lane, Headingley, LEEDS, LS6 2DT

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Inspection date

Previous inspection date 20 March 2015 15 June 2011

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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

 Safeguarding practice is strong because all managers and staff attend relevant training. They all understand the role they play in ensuring that all children are kept safe from harm. Practice is effectively underpinned with relevant policies and procedures.  Children's emotional well-being is exceptionally well supported because the staff provide excellent opportunities for children to flourish. There are extremely positive relationships between staff and children.  Partnerships with parents, the host school and the committee are strong and contribute to the ongoing development of the pre-school.  Children independently make choices from a wide range of stimulating and exciting play equipment. They move freely between the indoor and outside environment and have very good self-help skills. This supports their all-round learning and development.  Staff are well qualified, experienced and have a good understanding of the

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This provision is good

characteristics of effective learning. They use this knowledge well to ensure children are motivated and eager to learn.  Staff plan a varied range of interesting experiences which ignite children's curiosity. For example, the children have been learning about new life, they have been caring for a number of chicken eggs and have enjoyed watching the chicks hatch. Children discuss the process in detail and excitably talk about the chicks.

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It is not yet outstanding because:

 Staff supervisions are not always based on sharply focused evaluations of the impact of staff's practice.  On occasions, not all staff use highly effective methods for observing and assessing children's abilities. As a result, activities do not always support children's good progress to an outstanding level.

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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

 develop further the systems for conducting observations of staff's practice, in order to evaluate their skills in teaching and continually drive forward ongoing professional development  strengthen the already good observation, assessment and tracking processes, in order to sharply focus on raising all children's attainment to the highest level.

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Inspection activities

 The inspector observed activities in the inside and outside learning environment.  The inspector spoke with children and staff. She also held a meeting with the managers and committee members.  The inspector took account of the views of parents spoken to on the day and through their written comments.  The inspector looked at relevant documentation, including planning, observations and assessment records. She also looked at a range of policies, evidence of the suitability of staff and first-aid qualifications.

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who attend. This is good

Staff plan the environment with a good range of activities across all areas of learning. Experienced, knowledgeable staff skilfully support children. They emphasise development of personal, social and emotional skills and encourage children to gain useful independent skills for their eventual move to school. Staff promote children's speech and language development well, including for those who speak English as an additional language. Children enjoy an excellent variety of outdoor opportunities, so they gain positive attitudes to outdoor activity. Staff are fully aware of what each child needs to tackle next to make progress, so children develop in line with expectations for their ages. Staff undertake thorough progress checks for all the children, so they know of any gaps in learning and address these. Staff provide necessary support for children's individual learning needs, ensuring all progress well. However, there are inconsistencies in the quality of

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who attend. This is good

observations, assessment and planning in the pre-school, that means children do not always make outstanding progress.

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good

Extremely caring and nurturing interactions between staff and children ensure that they are emotionally very secure. This provides a solid foundation to develop their personal, social and emotional skills. Settling-in sessions are flexible and work extremely well. Partnerships with the host school are highly successful. Therefore, children are exceptionally prepared for the move to formal schooling. Children are extremely well supported in forming new relationships, building self-confidence and managing their feelings. Enthusiastic staff consistently encourage and reinforce good behaviour, supporting children to talk about minor disagreements. Children benefit greatly from having free-flow access to an extensively resourced outdoor play area. This supports their all-round development very well. Staff hold a valid first-aid certificate, which means they are able to deal with any emergency. Children display excellent independence, hygiene

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good

practices and self-help skills. They confidently select resources, put on their own coats and wash their hands before eating.

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provision is good

Leaders demonstrate a secure knowledge and understanding of the requirements of the Early Years Foundation Stage. A continual system of reflection and self-evaluation means that areas for ongoing development are identified. This ensures that all children benefit from excellent opportunities that support their individual learning and development. Recruitment procedures for staff are robust. The manager ensures that new staff undergo an induction process. In addition, staff receive supervision meetings with the managers. However, at present this does not support staff to evaluate their teaching skills, share their expertise and learn from each other, through honest and critical reflection. Staff understand the need to develop partnerships with local schools, and detailed information is shared when children move to school.

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Setting details

Unique reference number EY338290 Local authority Leeds Inspection number 862763 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 25 Number of children on roll 55 Name of provider Headingley Pre-School Committee Date of previous inspection 15 June 2011 Telephone number 0793 0186121

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Setting details

Headingley Pre-School was registered in 2006. It employs nine members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3, including two with Early Years Professional status or Qualified Teacher Status. The pre-school opens from Monday to Friday. Sessions are from 9am until 3pm, during term time only. 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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