Codicote Pre-School

Codicote Pre-School St Giles Parish Centre, Bury Lane, Codicote, HITCHIN, Hertfordshire, SG4 8XX

p.1

Inspection date

Previous inspection date 29 April 2015 1 March 2011

p.1

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

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 Partnerships with parents are effective. Parents are warmly welcomed and regularly encouraged to extend their children's learning at home. Staff provide good opportunities for parents to find out about the Early Years Foundation Stage. They share information about children's progress through informative learning profiles.  The pre-school leader implements regular opportunities to identify staff's strengths and possible training needs during supervision and appraisals. Self-evaluation is effective because the staff team monitor and evaluate the progress children make through effective tracking systems. Consequently, they quickly identify any gaps in children's learning and plan effectively to narrow these.  Children's personal, social and emotional development is warmly promoted. An effective key-person system ensures that parents are fully aware of who their child's key adult is. Very good settling-in procedures, including an induction day for new starters, means

p.1

This provision is good

that staff and parents work together consistently to support children's self-esteem and confidence.  Teaching is good. Children's physical development is strongly promoted because they have regular opportunities for fresh air and outside activities. Additionally, when the weather does not permit this, they enjoy a range of physical exercise inside, such as fun with the large parachute.

p.1

It is not yet outstanding because:

 Staff do not consistently maximise opportunities for more able children to excel in their development because, occasionally, teaching strategies are not adapted to optimise learning.  Children transferring to school outside of the local area are not consistently prepared for their move because partnerships with other settings are not optimised.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 extend opportunities to consistently challenge more able children, for example, by adapting language used in small group activities to ensure that their learning is maximised  extend opportunities for children attending schools outside the area, for example, by providing a photographic transition book to support their confidence in moving on.

p.2

Inspection activities

 The inspector held a meeting with the leader and deputy leader. The inspector carried out a joint observation and had discussions in relation to observations of the children's play, learning and progress with the leader.  The inspector looked at evidence of the suitability of staff members and a range of other documentation, including some staff's training and induction records.  The inspector observed general play, an adult-led activity, snack time routine and outside play. She talked with the staff and children at appropriate times throughout the inspection.  The inspector reviewed the provider's self-evaluation. She took account of the views of some parents spoken to on the day of inspection.

p.2

who attend. This is good

The well-established staff team work well together in promoting children's learning and development. They have a strong understanding of how observation, assessment and planning systems are used to support and encourage the progress children make. For example, staff observe key children, identify their next steps in learning and incorporate these into future plans. They use effective teaching strategies, such as open-ended questioning to encourage children's communication and language development. For example, during activities, staff encourage children to use mathematical language, such as under, bigger and on top, which extends their learning. During small group activities, young children are given time to respond to questions and staff take time to listen to what they say. However, on occasions, more able children are not consistently challenged. For example, staff do not extend children's language as they use a range of technology

p.3

who attend. This is good

resources. Furthermore, children are not encouraged to extend their thinking during water play as they pour from one container to another.

p.3

good

Children are independent and show good levels of concentration and motivation. They engage in activities and stick at tasks until they complete them. For example, children work together to complete a track for the trains to ride on. Consequently, they gain the skills needed for future learning. Their behaviour is good and they demonstrate strong bonds with their peers and staff. For example, children laugh and have fun as staff join in with their play. Children learn about healthy lifestyles as they eat a range of freshly prepared snacks. They understand and talk about why they need to remove the germs from their hands before eating. Staff take children's dietary and medical needs seriously and all staff hold a current first-aid certificate. As a result, accidents and emergencies are dealt with quickly and effectively, promoting children's health and well-being.

p.3

provision is good

Staff demonstrate a good knowledge and understanding of the safeguarding and welfare requirements. All staff have attended child protection training and the leader and deputy take the lead responsibility for dealing with concerns. Staff are aware of the signs and symptoms of abuse and know the procedure to follow if they have concerns. Staff demonstrate a good understanding of the Early Years Foundation Stage and they plan a range of fun activities, which incorporate children's interests. All staff are qualified and the manager uses her qualification to lead the staff team successfully. She completes regular staff observations to support staff and as a team, they discuss and evaluate the pre-school on a daily basis. Staff have a good relationship with the local school, which most children move onto. They share a helpful photograph book with children, which supports them in their move to school. However, children that move onto schools outside of the local area,

p.3

provision is good

do not benefit as consistently. As a result, their awareness of where they are going is not as well optimised.

p.3

Setting details

Unique reference number EY411303 Local authority Hertfordshire Inspection number 851175 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 24 Number of children on roll 40 Name of provider Codicote Playgroup Committee Date of previous inspection 1 March 2011 Telephone number 07542285412

p.4

Setting details

Codicote Pre-School was registered at the current location in 2010. The pre-school employs nine members of childcare staff. Of these, all hold appropriate early years qualifications at level 3, including the leader who holds an early years degree. The pre- school opens Monday to Friday term time only. Sessions are from 9.25am to 12.25pm. The pre-school provides funded early education for two-, three- and four-year-old children.

p.4

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.

p.4

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.

p.4

Setting details

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.5

Setting details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5