Glebelands Pre-School & Out of School Club

Glebelands Pre-School & Out of School Club Glebeland Pre-School, Chancel Road, Leicester, Leicestershire, LE4 2WF

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Inspection date

Previous inspection date 16 June 2015 11 February 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

 Teaching is good because the staff team have a secure knowledge and understanding of how young children learn and develop. They carefully observe and assess children's progress to continually improve their learning.  Children's communication and language abilities are developing well. This is because staff engage in a wide range of conversations with children, and use open-ended questions to support them to develop their vocabulary.  Staff form warm and nurturing relationships with children. Consequently, children demonstrate they feel safe and secure in the setting, and are well prepared for changes such as starting a new setting or school.  Staff are good role models for behaviour, dealing sensitively with any minor disputes. They provide a calm and reassuring environment where children are given lots of positive praise, which builds their self-esteem and gives them a sense of achievement.  The well-qualified staff are encouraged to attend regular workshops and training to

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This provision is good

enhance their professional knowledge and skills. This enables them to provide a continuously improving service to both children and their families.  Staff work well with parents to support and promote continuity in children's care and learning.

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It is not yet outstanding because:

 Staff do not always carry out adult-led activities in a way that focuses on children's individual learning needs to extend children's learning to the maximum.  The children do not have access to resources that can be used in a variety of ways to extend their chosen play experience.

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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

 extend children's learning even further, by carrying out planned activities in a way that meets all of their individual needs, for example, by grouping children by age and/or ability, so that staff can provide targeted teaching  increase opportunities for children to extend their own play, by providing them with more resources that can be used in a variety of ways.

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Inspection activities

 The inspector observed staff engaging in a range of indoor and outdoor learning activities, play and daily care routines with children.  The inspector spoke with the manager, staff and children, at appropriate times throughout the inspection.  The inspector checked evidence of suitability and qualifications of staff working with children and the provider's improvement plan.  The inspector looked at children's assessment records and planning documentation, and a selection of policies and children's records.  The inspector took account of the views of the parents and carers spoken to on the day and from written feedback provided.

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who attend. This is good

Children are generally engaged in small group adult-led activities and staff support their learning well. However, occasionally, the groups are of varying age and ability. This means that the older children are not always challenged to the maximum to extend their learning. In addition, the younger children occasionally lose focus and attention. Children develop their early reading and writing skills through routine activities, such as recognising their names on pegs. In addition, they write their names on their pictures. Children clearly have fun and are developing early literacy skills. They are developing new skills in preparation for their future move on to school. Children develop their physical skills very well as they use various sizes of climbing and balancing equipment in the play areas. They become used to using technology, as they play with a range of battery and mechanical toys. Children show increasing skill in recognising and using numbers to support their play.

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who attend. This is good

They learn to match colours and shapes when they sing songs, play with malleable dough and paint. Children have opportunities to make individual choices as they play, because the toys and resources are easily accessible. However, they are not always encouraged to extend their own play experiences. For example, when children play with the cars, they are not encouraged to add resources to enhance the activity, and consequently, do not fully extend their learning.

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good

This is a friendly and welcoming pre-school. Children experience a good standard of care from affectionate and caring staff. Children learn about being healthy. They are offered a range of fresh fruit, vegetables, and milk or water at snack time, and they pour their own drinks. Children are independent in their self-care skills. Nappy changing and toilet training procedures are adapted to children's individual needs, with staff working closely with parents and carers. Children wash their hands before snack and after messy activities. The pre-school is effectively organised and resources are age appropriate, and of a good quality. The learning environment is very stimulating and covers all areas of learning. Links with parents and carers are strong. This has a positive impact on the care and well- being of children.

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provision is good

Leadership and management of the pre-school are good. Staff have a clear understanding of their responsibilities and know how to keep children safe and free from harm. Staff receive regular safeguarding training and have accessible procedures to follow. Staff effectively communicate any concerns to monitor any ongoing welfare or developmental issues. The management team carries out robust recruitment procedures to ensure that only suitable individuals work with the children. An effective evaluation programme is used to monitor staff performance. The manager clearly demonstrates her awareness of staff skills and identifies areas for improvement.

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Setting details

Unique reference number EY278551 Local authority Leicester City Inspection number 860996 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 64 Name of provider Glebelands Pre-School and Out of School Club Ltd Date of previous inspection 11 February 2010 Telephone number 01162 362122

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Setting details

Glebelands Pre-School & Out of School Club was registered in 2003. The setting employs seven members of childcare staff. Of these, all hold appropriate early years qualifications at level 3. The setting opens from 8am until 5.30pm, Monday to Friday, term time only. Sessions include before and after school and pre-school from 9am until 3pm. The setting 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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