Watlington Preschool

Watlington Pre-School Watlington Cp School, Rectory Lane, Watlington, KING'S LYNN, Norfolk, PE33 0HU

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Inspection date

Previous inspection date 27 April 2015 2 February 2012

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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 Outstanding 1

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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 make good progress in their learning and development given their starting points. Staff use their good understanding of how children learn and develop to provide stimulating and challenging activities for them.  Assessment of children's progress is accurate and consistent. Parents are fully informed of their children's progress and their individual next steps in learning. Staff share ideas of how to support children's continued learning at home with parents.  Children's emotional well-being is extremely well supported. Settling-in procedures are extremely flexible to meet children's individual needs. Staff tailor support to meet each child's specific needs to ensure a smooth start to school.  Staff establish good, respectful and warm relationships with the children who demonstrate they feel safe and secure. Staff are good role models and are consistent in their high expectations of children's behaviour.

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This provision is good

 Arrangements for safeguarding children are strong. Staff fully understand their role and responsibilities to protect children from harm. Good procedures are in place which ensure suitable adults work with the children.  Partnerships with parents and other professionals are well established and contribute significantly to the good progress the children make.

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It is not yet outstanding because:

 Occasionally, staff miss opportunities to extend children's learning to the highest level.  Opportunities for staff observations of each other's practice are not yet fully embedded to drive the quality of teaching to the highest 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

 enhance the quality of teaching even further by making the most of everyday opportunities to develop children's learning to the highest level and promote their creative thinking and problem-solving skills  enhance further the use of peer-on-peer observations to share good and outstanding practice, to drive the quality of teaching to the highest level.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning and development, both inside and outdoors.  The manager spoke with the staff and the children at appropriate times and held a meeting with the provider and the manager.  The inspector carried out a joint observation with the manager.  The inspector took account of the views of parents spoken to on the day of the inspection.  The inspector looked at children's records and learning journeys, planning documentation, evidence of the suitability of staff working in the provision and a range of other documentation, including policies and procedures.

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who attend. This is good

Staff are experienced and professionally qualified. They use their professional expertise and good knowledge of the children to promote learning through fun and interesting activities. Consequently, children show high levels of engagement and are excited to participate. Children develop early writing and mathematical skills as they play shops and record the prices of items for sale. Older children begin to link letters and sounds in targeted activities to support their early literacy skills. Children develop a keen understanding of other creatures' needs as staff support them to care for the pre-school's guinea pigs. The quality of teaching is good. However, sometimes staff miss opportunities to challenge children's critical thinking and problem-solving skills. For example, opportunities to develop mathematical thinking as children play with the stepping logs are missed. Nevertheless, all children make good progress and acquire good skills to support

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who attend. This is good

their future education. Staff make observations of children's learning experiences and regularly assess their progress.

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outstanding

Staff are kind, caring and extremely approachable. Children form strong emotional bonds with staff. Consequently, children are confident and begin to form friendships with their peers. Staff support children's growing independence in their personal needs and in their play. For example, children spontaneously develop the highly stimulating environment to put on their own production of songs for staff and other children. Children learn to manage their own risk as they explore the richly-resourced environment. Staff sensitively assist them to develop their confidence and physical skills as they negotiate slides and climbing apparatus. Staff are exceptionally skilled in supporting children at times of change. They are flexible and work in solid partnership with parents to support children's emotional well-being. Consequently, children settle quickly into the pre-school routine and are extremely well prepared emotionally for school.

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provision is good

Leaders are knowledgeable, passionate and committed to ensure every child has equal opportunity to achieve their best potential. The manager has effective systems in place to monitor assessments of children's progress. Consequently, any gaps in progress are swiftly identified. Effective partnerships with other professionals ensure a consistent and joined- up approach to support individual children's specific needs, especially those with special educational needs and/or disabilities. Performance management reviews and meetings are held frequently, and staff are supported to attend appropriate training events. Staff share what they learn with each other, enabling them enhance their knowledge. However, opportunities to develop the quality of teaching through the sharing of good practice are not yet fully embedded. Parents typically comment they are delighted with the progress their children make, and that they are enjoying themselves.

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Setting details

Unique reference number EY433017 Local authority Norfolk Inspection number 853362 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 21 Number of children on roll 53 Name of provider Watlington Pre-School Limited Date of previous inspection 2 February 2012 Telephone number 01553811035

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Setting details

Watlington Pre-School was re-registered in 2011. It is committee-run and operates from a mobile building in the school grounds. Sessions are term time only, from 8.30am to 3pm, each week day. The setting offers funded early education to eligible two-, three- and four- year-old children. The committee employs seven members of staff, all of whom hold early years qualifications at levels 4, 3 and 2.

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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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