Crawley Green & Wenlock Pre-School

Crawley Green & Wenlock Pre-School Beaconsfield Road, Beaconsfield, Luton, Bedfordshire, LU2 0RW

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Inspection date

Previous inspection date 21 May 2015 10 March 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

 Staff use a variety of good, and sometimes outstanding, teaching methods. They allow children to experiment and discover at their own pace. Staff prompt children to solve problems for themselves and provide lots of opportunities for children to be immersed in interesting activities. Consequently, children are eager to learn.  Children are kept safe as all staff have a good understanding of how to safeguard them. Robust recruitment procedures are in place that the provider follows to ensure that all staff working with children are suitable to do so.  Managers effectively monitor children's progress. As a result, they quickly identify any emerging gaps in children's development. They promptly seek advice from other professionals and agencies, so that no child's progress falls behind.  Managers are motivated and strive to provide high-quality childcare and education. Staff are well qualified and access a variety of training courses, which extend their

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This provision is good

already good knowledge and understanding of how children learn. As a result, staff continue to introduce new and exciting ways to enhance children's learning experiences.  Staff work in close partnership with parents through a well-established key-person system. Through this, children's individual needs are identified and met.

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It is not yet outstanding because:

 Staff do not always ensure resources within the playroom are set out so that children have sufficient space to comfortably participate and play. As a result, children's learning is not always maximised.

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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

 reorganise the physical position of chosen activities and resources so that children have sufficient space to join in and play in an unrestricted way.

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Inspection activities

 The inspector saw all areas of the building and garden used by children.  The inspector observed activities both inside and outside and talked to staff and children at appropriate times.  The inspector held a meeting with the pre-school manager and had a telephone conversation with the chairperson of the management committee.  The inspector looked at children's assessment and planning records, evidence of the suitability of staff, and a range of other documentation, including safeguarding procedures and self-evaluation records.  The inspector undertook a joint observation with the manager.  The inspector took into account the views of parents spoken to on the day and as recorded in written questionnaires and letters.

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who attend. This is good

Staff skilfully incorporate children's interests in their plans. For example, they regularly transform a role-play area. Children enjoy using carefully selected resources while they pretend the area is an ice cream parlour. The outside area is particularly well resourced. Children dig in soil and plant paper flowers. They compare the height of the flowers and recognise the numerals printed on them. Through this, children's mathematical skills are developed. However, on occasions, staff do not arrange resources and activities located indoors in the most effective way. Children do not always have sufficient space to fully use the toys and resources. Consequently, their independent learning is not always maximised. Staff effectively teach children in readiness for school. For example, children learn to recognise sounds represented by letters. They develop their finger and hand muscles by manipulating dough in their hands to music. As a result, children are ready to use pencils,

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who attend. This is good

which supports their early writing skills.

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good

Children feel secure as they quickly build strong bonds with their individual key person. At snack time, staff encourage children to choose their food and drink. Children chop their own fruit and clear away their plates and cups when they have finished eating. Staff teach children to use soap when they wash their hands. This helps to develop good hygiene routines. Children behave well in the pre-school. Staff consistently remind them of simple rules, such as being kind to each other. They teach children sign language so that they all, including children who speak English as an additional language and those with special educational needs and/or disabilities, can communicate their feelings. Staff show children picture cards depicting routine activities, such as story time, to support their understanding. Staff supervise children as they take age-appropriate risks. For example, they explain how to stay safe as children climb and jump from a wooden boat in the

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provision is good

Managers regularly meet with staff to ensure that policies are consistently followed and that any issues are addressed. Managers and staff work together to reflect on their teaching methods. As a result, they ensure all groups of children make good progress. Managers have established robust safeguarding procedures. Staff ensure the premises are safe by checking for and removing any potential hazards. Staff check the outside area with help from a small group of children. Children return inside, telling their playmates if it is safe to play outside. Through this, children further develop their own skills to manage risk. Managers have established strong links with other providers, including childminders and local schools. They work closely together, ensuring children make good progress in all settings they attend. Managers use effective methods to evaluate the provision. They seek regular feedback from parents, staff, other providers and external agencies. Consequently,

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provision is good

a high-quality service is maintained for children and parents.

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Setting details

Unique reference number EY343239 Local authority Luton Inspection number 857277 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 2 - 11 Total number of places 24 Number of children on roll 93 Name of provider Crawley Green & Wenlock Pre-School Committee Date of previous inspection 10 March 2011 Telephone number 01582 727 651

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Setting details

Crawley Green and Wenlock Pre-School registered in 2006. The pre-school employs eight members of childcare staff. Of these, four hold appropriate early years qualifications at level 3. In addition, one has Early Years Professional status and one has Qualified Teacher Status. The pre-school opens from Monday to Friday during term time only. Sessions are from 9am until 3pm. There is a breakfast club and an after-school club, which operate from 7.45am to 9am and 3pm to 5pm respectively. Children attend for a variety of sessions. 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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