Kirkburton Pre-School

Kirkburton Pre-School The Sports Hall Hallas Road, Kirkburton, Huddersfield, West Yorkshire, HD8 0QQ

p.1

Inspection date

Previous inspection date 4 June 2015 4 June 2014

p.1

This inspection: Good 2

Previous inspection: Requires Improvement 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

 Successful strategies are used to promote a shared approach to the children's learning. Staff find out about children's skills and abilities when they start in the pre-school, and involve all parents in reviewing their child's development. This supports children's continuing progress in the pre-school and at home.  Staff provide an interesting range of activities, which capture children's curiosity and imagination. All children make good progress from their starting points and are ready for school.  Staff have a good understanding of safeguarding procedures. Robust policies and procedures are effectively implemented. This means children's safety and well-being is fully promoted.  Staff are knowledgeable about the children they are working with. They are caring and reassure them. This ensures children cope very well with changes in their lives.  The provider completes regular assessments of staff performance. Strengths and

p.1

This provision is good

weaknesses are identified. The information is used to create professional development plans that ensure all staff are continually improving their knowledge and skills.

p.1

It is not yet outstanding because:

 Staff do not always make the most of opportunities during outdoor play to test children's skills to see what they are capable of.  Partnerships with all settings that children attend are not yet robust to ensure there is a consistent two-way flow of information.

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

 encourage staff to take advantage of opportunities to fully explore children's skills and provide extra challenges, while the children are playing outside  continue to build on partnerships with other providers to ensure there is consistent sharing of information about children's learning and development between the pre- school and all settings that children attend.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities, both indoors and outdoors, and assessed the impact this has on children's learning.  The inspector completed a joint observation with the pre-school manager, who is also the provider.  The inspector held a meeting with the pre-school manager. She looked at relevant documentation, such as the pre-school's assessment of their practice. She also looked at evidence of the suitability of staff working in the pre-school.  The inspector spoke to a small selection of parents during the inspection and took account of their views.

p.2

who attend. This is good

Staff have a thorough understanding of how children learn. Good quality teaching provides a wide range of learning opportunities. This ensures children develop essential skills for future learning, such as school. Communication and language development is promoted at every opportunity. For example, children enjoy telling stories using puppets. Children ask questions and think critically as they build using construction materials, and talk about different forms of transport. A wide range of written language is displayed around the pre- school, both inside and outside. Children learn that books can also be used to find out factual information. Staff have strong partnerships with parents. Parents are involved in reviewing their children's learning. This means assessment is accurate and planning effectively targets children's learning needs. Parents are also supported to continue their children's learning at home. The pre-school has worked hard to develop partnerships with

p.3

who attend. This is good

other providers. They share information with the nurseries that some children also attend. However, this is not yet consistent enough to make sure this relationship is fully effective.

p.3

good

When children first start at the pre-school, their key person spends time with parents finding out about their child. Parents are encouraged to stay as long as they wish with their child and this helps children to settle quickly. Children build strong, secure attachments with staff. Children freely access the well-equipped outdoor environment in all weathers. They enjoy using play equipment to jump and balance. This means children benefit from fresh air and exercise. However, staff do not always make the best use of these occasions to test children's skills. For example, they do not consider how small hoops can be used to develop hand-to-eye coordination. Staff teach children to assess potential risks so that they learn about their own safety. Good hygiene routines, such as handwashing, are promoted. Children are encouraged to carry out simple tasks, which gives them a sense of responsibility and promotes their independence. The pre-school

p.3

good

works closely with the local school to make sure children know what to expect when they eventually move on to school. This helps children to be emotionally ready for school.

p.3

provision is good

Children enjoy a varied range of activities. Through close scrutiny of assessment information, any gaps in learning are identified and addressed quickly. Robust arrangements for staff recruitment, regular supervision and monitoring of staff performance promotes high-quality practice. Most staff have relevant qualifications. Effective staff deployment ensures all children are supervised well and enjoy good levels of support. The strong staff team has worked hard, using focused action plans, to address weaknesses identified at previous inspections. They are committed to delivering good quality care and learning. The provider frequently assesses the pre-school's practice. This identifies any further areas for improvement, as the needs of families using the pre-school change.

p.3

Setting details

Unique reference number 311319 Local authority Kirklees Inspection number 1015973 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 26 Number of children on roll 37 Name of provider Kirkburton Pre-School Committee Date of previous inspection 4 June 2014 Telephone number 01484 606 976

p.4

Setting details

Kirkburton Pre-School was registered in 1992. The pre-school employs five members of childcare staff. Of these, four hold appropriate early years qualifications at level 3 and above. The pre-school opens Monday, Tuesday, Wednesday and Friday from 9am to 3pm. The setting also opens on Thursday from 9am to 12 noon, during term time only. 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