Schorne Pre-school

Schorne Pre-school The Village Hall, North Marston, Buckinghamshire, MK18 3PA

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Inspection date

Previous inspection date 19 May 2015 3 November 2011

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This inspection: Good 2

Previous inspection: Outstanding 1 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

 An effective key-person system means children settle in well and make close bonds with familiar adults.  Parents know what progress their children are making through regular discussion with their key person.  The pre-school team has good connections with local schools. Visits from teachers and trips to the schools support older children as they get ready to move on.  Children learn using a variety of resources and exciting activities. For example, they use various trays of sand, water, soil, gloop and rice to explore tipping, pouring and measuring. This and other activities, means children engage in play continuously.  Staff have an effective way of teaching that allows children the freedom to explore many ways to play. Staff choose some activities but listen to children very closely and let them decide what happens next.  Children make good progress in their learning. Staff demonstrate effective support for

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This provision is good

those children with lower start points, which makes sure they catch up quickly.

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It is not yet outstanding because:

 Staff do not consistently encourage children to develop their independence. For example, they do not encourage them to prepare their own snacks. In addition, the arrangement of children's personal belongings means that they are not able to access them easily.

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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

 review the organisation of snack time and access to children's belongings so that they can consistently develop their independence skills.

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Inspection activities

 The inspector spoke with some of the parents at the pre-school and considered their views.  The inspector carried out a joint observation with the manager.  The inspector spoke with the staff and children at appropriate times during the inspection.  The inspector reviewed a sample of written documentation, including policies and procedures.  The inspector spoke with some of the pre-school committee members.

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who attend. This is good

Committed staff use thoughtful teaching methods to stimulate learning and engage children of all abilities. Those who need more support to learn do so with the collaboration of parents and professionals. Staff consistently monitor the children in a timely manner, so they are able to make timely interventions when needed. This means that all children are able to make good progress in their development. Staff support those ready to move on to school. For instance, children receive homework books, and there is a role play area for children to explore what it is like at school, with uniforms to try on and text books to use. Staff use many opportunities to engage parents in assessing their children's progress, such as daily feedback, termly questionnaires and annual parents' meetings.

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good

Children have plenty of opportunity to learn about safety, and staff foster appropriate behavioural expectations. Throughout the day, children can choose to play inside or in the garden, so they have plenty of chances for fresh air and exercise. Staff provide physical challenges for the children. They confidently climb, crawl, use their strength and assess risk themselves in the outdoors. Staff guide children who struggle with participation and use praise and reward to bring out the best in children's behaviour. This was especially evident during a singing activity; staff watched the children, and moved around the group to better support those who appeared unsure or shy. Parents are closely involved in their child's first few sessions, and staff encourage them to bring along things from home. Children settle quickly and feel safe and secure.

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provision is good

The manager gives continual supervision and support to staff. She observes and discusses their practice with them regularly. This means that staff have a good understanding of how children learn. The manager's effective monitoring process allows staff to identify their training needs and she supports them to access training on a regular basis. This has a positive impact on children's learning. For example, recent training has helped the team to develop how they use the outdoors in wet weather to ensure children have daily access, therefore, contributing to children's healthy lifestyles. The manager actively strives for improvement. She seeks the advice and support of other professionals to improve the provision and develop better practices. For example, they are currently reviewing children's written records of development. Parents complete questionnaires each term, and the manager uses their opinions to shape improvement. The manager reviews child

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provision is good

protection practices regularly, and makes sure that staff follow training and procedures thoroughly. This means that children's safety is central to all that staff do.

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Setting details

Unique reference number 140860 Local authority Buckinghamshire Inspection number 825751 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 2 - 8 Total number of places 30 Number of children on roll 55 Name of provider Schorne Pre-school Committee Date of previous inspection 3 November 2011 Telephone number 07703 754397

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Setting details

Schorne Pre-School registered in 1989. It operates from the Village Hall in North Marston village. The pre-school is open Monday to Friday, from 9.15am until 2.45pm. The pre- school is in receipt of funding for the provision of free early education for children aged two, three and four years. The playgroup supports children with special educational needs and/or disabilities. There are nine staff who work with the children; of these, five hold a qualification at level 3.

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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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