Charlton with Cropthorne Pre-School

Charlton with Cropthorne Pre-School The Old School Room, Ryden Lane, Charlton, Pershore, Worcs, WR10 3LQ

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Inspection date

Previous inspection date 20 May 2015 28 June 2010

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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

 Staff build on all of the children's individual needs, abilities and interests, to provide an exciting range of activities and experiences. As a result, children are making good progress through the next stages in their learning and are well prepared for starting school.  Staff offer toddler sessions for young children and family members to attend. This works well in helping children to settle at the pre-school and for staff to really get to know them. Parents are also happy to help out in sessions and to do activities with the children in relation to their jobs or particular skills.  Staff carry out regular safety checks of all areas and equipment and keep the premises secure. They are knowledgeable about the procedures to protect children from harm. Contact details for the Local Safeguarding Children Board are clearly on display and key policies are available for staff and parents to review.  The enthusiastic and well-qualified staff and dedicated committee members fully

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This provision is good

understand their joint and individual roles and responsibilities. They work particularly well together to efficiently implement the requirements of the Early Years Foundation Stage and to meet the needs of all the children.

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It is not yet outstanding because:

 Children are not fully encouraged to develop their own ideas or solve problems, because staff do not always give them enough time to think and respond to questions.  Staff have not yet carried out their really good ideas, about different ways to further enhance their own practice, in order to raise the quality of teaching and learning even higher.

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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 children's thinking skills even further, by giving them more time to respond to staff's questioning  build on the good quality of teaching, for example, by following up on ideas about how staff can learn from sharing best practice, and by checking that staff training is having a positive impact on children's progress.

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Inspection activities

 The inspector observed activities and interactions between staff and children in the pre- school room and the outside learning environment.  The inspector sampled a range of information, including children's assessment records and planning documentation.  The inspector checked the evidence of the suitability and qualifications of the staff working with the children, and looked at a range of policies, procedures and required documentation.  The inspector conducted a joint observation of a group session with the pre-school manager.  The inspector took account of the views of the parents and committee members spoken to on the day of inspection.

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who attend. This is good

Staff organise the sessions particularly well, by providing activities which are suited to children's different ages and abilities. For example, older children are prepared for school, by sitting in small groups listening carefully to different sounds and linking these with letters. Younger children enjoy joining in with favourite stories or singing songs about the different objects that they choose from the basket. There are many exciting opportunities for children to lead their own learning. For example, they pretend to buy tomato plants from the role-play shop, and are very happy to plant them in the garden later in the day. Staff skilfully ask questions to challenge children and extend their learning. However, at times staff do not give children time to think things through before asking a different question, or providing a response for them. As a result, younger or quieter children are not fully encouraged to develop their own ideas and solve problems for themselves.

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good

Key persons build close relationships with the children. Consistent routines help children to know what happens next. As a result, they are happy and settled. Children are polite, well behaved and cooperate really well together. For example, they help each other with tasks, such as washing their hands and laying the table ready for snack. The welcoming and well-resourced outdoor area inspires children to investigate, experiment and develop their own ideas. They often go on walks in the village and use the local Forest school most Fridays. This means that children benefit from plenty of fresh air and exercise, which effectively promotes a healthy lifestyle. Staff hold valuable review meetings with parents and other professionals, in order to enhance practice and provide consistent and complementary experiences for all children. As a result, each child's unique development and care needs are successfully supported by all those involved. Staff also arrange for

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good

teachers to regularly visit and get to know the children, before their eventual move to school. This gives children confidence about forthcoming changes, and helps them to feel safe and secure when moving on to different learning environments.

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provision is good

The manger ensures that there are always plenty of staff who are very effectively deployed. This means they can devote extra time to the children who need a more focused approach. Since the last inspection, they have used varied methods to gather the views of the staff, parents and children. This has helped them to devise detailed and effective plans to make ongoing improvements. For example, they are finding ways to reorganise the storage of equipment, so that they can make the most of children's outside learning. Staff hold purposeful discussions at regular staff meetings and are keen to attend more training. They have started to think about ways to extend their knowledge and skills, such as observing one another's good practice and visiting local high-quality settings. However, they have not yet thought through how to use this to enhance the quality of teaching and children's progress.

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Setting details

Unique reference number 205314 Local authority Worcestershire Inspection number 865328 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 20 Number of children on roll 28 Name of provider Charlton with Cropthorne Pre-School Committee Date of previous inspection 28 June 2010 Telephone number 07966 216980

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Setting details

Charlton with Cropthorne Pre-School was registered in 2002. They employ five members of childcare staff, and all hold appropriate early years qualifications at level 3. The pre- school opens each weekday during school term time. Sessions are from 9.15am until 2.45pm on Monday, Tuesday and Thursday and from 9.15am until 1.15pm on Wednesday and Friday. The pre-school provides funded early education for three- and four-year-old children. They support a number of children with special educational needs and/or disabilities.

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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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