Kymbrook Pre-school

Kymbrook Pre-school Kymbrook Lower School, Kimbolton Road, Keysoe, Bedford, Bedfordshire, MK44 2HH

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Inspection date

Previous inspection date 28 April 2015 21 November 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

 The well-qualified staff provide children with a wide range of activities and experiences that cover the seven areas of learning. They carry out detailed observations of children's learning and development and use this information to plan next steps in children's learning. This means that activities are interesting and meaningful to children.  The good range of well-maintained resources offers a stimulating learning environment. Consequently, children are well motivated as they investigate, explore and lead their own learning. The development of these positive attitudes towards learning is a good preparation for school.  Staff use practical situations to develop children's mathematical and problem-solving skills. For example, when planting one courgette seed in individual pots, they ask children to calculate how many seeds they will need altogether so that everyone in the group will have one.  Children's behaviour is exemplary. They form very good relationships with staff and

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This provision is good

with each other. This means that the atmosphere is calm and supportive for all children.  The pre-school manager and her staff are rigorous in their monitoring of each child's progress. This means that individual children's strengths and areas for development are quickly identified and addressed. It also means that leaders have a precise overview of the patterns of children's development.

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It is not yet outstanding because:

 Staff do not consistently provide parents and carers with ideas about how to support children's learning at home.

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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

 build on the good-quality partnerships with parents by providing support and advice so that they gain practical ideas about how to help their children learn at home.

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Inspection activities

 The inspector observed activities in the indoor and outdoor areas, and conducted a joint observation with the pre-school manager.  The inspector held a meeting with the pre-school manager.  The inspector spoke to staff and children throughout the inspection as necessary.  The inspector looked at children's assessment records, planning, progress tracking data and a range of other documentation.  The inspector checked evidence of the suitability and qualifications of staff working with children, and reviewed the pre-school's self-evaluation form.  The inspector took account of the views of parents and carers spoken to on the day.

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who attend. This is good

Teaching is good because staff understand how to promote children's learning during play and, as a result, children progress well, given their starting points. Staff encourage children to explore activities and to follow their interests. This means that children develop confidence and their interest is sustained. Staff are skilful in knowing how and when to support children's learning needs, while also encouraging children's independence at the appropriate times. Staff model language well and use good questioning skills. For example, when children are planting seeds, staff ask them to describe their shape and texture and to predict what vegetables they will grow into. As a result of these good interventions, children's own language skills are promoted well and their learning is extended. Partnerships with parents are generally good. Staff regularly share information with regard to children's progress. However, staff do not consistently provide parents with

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who attend. This is good

suggestions as to how to support their children's learning at home.

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good

The key-person system works well. Staff know their key children very well, and skilfully adapt routines and activities to meet the needs of individual children. Relationships between staff and children are warm and caring, which enables children to feel secure and develop confidence. Children are happy at this caring setting. Staff regularly encourage children's independence. For example, children tidy away their toys before moving on to group times, use the toilets and washing facilities by themselves, and pour their own drinks at snack time. Children learn about managing their personal safety as staff remind them to move safely around the pre-school and teach them about stranger danger. Staff work in partnership with local schools to prepare children for the transition from pre- school to school. Children and pre-school staff visit the prospective school together, so that children can get used to the new routines and classrooms with the familiar adults.

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good

This promotes their confidence at a time of change.

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provision is good

The pre-school manager and her staff demonstrate a secure understanding of their responsibilities with regard to safeguarding children. All staff attend regular safeguarding training to update their knowledge and skills. Therefore, they know how to identify the signs of abuse and how to report such concerns, within the pre-school and to other agencies. Staff follow effective practices to keep children safe. Controlled entry to the premises and a signing-in system, help to ensure that children's security is maintained appropriately. All members of staff have completed paediatric first-aid training. This means that children are treated promptly in the event of an accident. There are effective practices in place to provide induction, and regular supervision and appraisal for all staff. This ensures that all staff are supported in their professional development. This support and development results in a motivated, professional team who are capable of delivering a

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provision is good

consistently good level of teaching and care to the children at the pre-school.

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Setting details

Unique reference number 219217 Local authority Bedford Borough Inspection number 865788 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 2 - 11 Total number of places 22 Number of children on roll 52 Name of provider Kymbrook Pre-School Committee Date of previous inspection 21 November 2011 Telephone number 01234 376100

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Setting details

Kymbrook Pre-school was registered in 1997. The pre-school employs six members of childcare staff. Of these, three hold appropriate early years qualifications at level 3, and the manager holds a qualification at level 4. The pre-school opens from Monday to Friday, during term time only. Sessions are from 8am until 5.30pm. 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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