Southfields Pre-School

Southfields Pre-School Old Hall Farm, Screveton Road, Car Colston, Nottingham, Nottinghamshire, NG13 8JG

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Inspection date

Previous inspection date 3 July 2015 25 March 2015

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This inspection: Good 2

Previous inspection: Inadequate 4 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

 Significant improvements have been made since the last inspection. Systems to identify any gaps in learning for individual children, and groups of children, have been successfully implemented. Consequently, children's additional needs are quickly identified and additional help from professionals is gained to close the gaps in learning.  Practitioners demonstrate a very good understanding of their responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. All practitioners have completed the appropriate training to ensure children are safeguarded. They are familiar with the procedures to be followed if they have any concerns relating to child protection.  Practitioners build warm relationships with children and know them well. Children form strong bonds with practitioners. As a result, children demonstrate that they are happy, confident and feel secure in the setting.

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This provision is good

 Well-qualified practitioners make the most of opportunities to extend the children's learning through play, discussion and group activities. Practitioners have high expectations of children's achievements. As a result, children's progress is good given their starting points and capabilities.  The outdoor provision for this setting is excellent and supports children's all-round development very well. This means children are active and enjoy fresh air and exercise daily.

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It is not yet outstanding because:

 Systems to work consistently in partnership with the other settings that the children attend are not fully developed.  Practitioners do not consistently seek information about children's achievements at home to provide them with a full picture of children's progress.

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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

 strengthen systems to share more information with other providers that the children attend, in order to provide complementary learning experiences  explore ways in which parents can share children's experiences at home, in order to further enhance the planning for each individual child.

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Inspection activities

 The inspector observed activities in the play areas inside, as well as the outside play space.  The inspector spoke to all practitioners and children at appropriate times during the inspection and held a meeting with the manager of the setting.  The inspector looked at children's records, planning documentation, evidence of the suitability of practitioners working in the setting. She also looked at a range of other documentation, including self-evaluation and policies and procedures to safeguard children's welfare.  The inspector took account of the views of parents spoken to on the day of the inspection.  The inspector observed the quality of teaching and the impact this has on children's learning, in both the inside and outside environments.

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who attend. This is good

Children make good progress taking into account their starting points, ages and capabilities. The educational programmes are well planned and children are encouraged to make choices about what they want to do. Children make decisions about where they wish to play as they access a well-resourced indoor and outdoor environment, skilfully supported by practitioners. For example, children decide to play with water, filling their watering cans to water their home-grown potatoes. They develop their social and number skills as they play games, such as what time is it, Mr Wolf? This results in children laughing, squealing and having fun while developing their skills. Practitioners focus on assessing and tracking children's progress, which ensures that any identified gaps in children's achievements are planned for, and consequently, narrowed. However, systems to seek further information from parents about their child's interests and achievements at

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who attend. This is good

home are not yet rigorous enough to give a full picture. Good transition systems ensure children are well prepared for their next steps in learning and progression on to school.

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good

Children demonstrate a positive approach to learning, supported by the cheerful interactions of the practitioners caring for them. Practitioners support children's emerging understanding of the importance of a healthy lifestyle that involves physical exercise and a healthy diet. Children benefit from regular fresh air and exercise during the excellent outdoor provision. Practitioners provide nutritious snacks that include fruit and vegetables and children's individual dietary requirements are met. Practitioners are excellent role models and, consequently, children behave well. Children respond to practitioners' gentle reminders about the boundaries that are in place for and behaviour. Gentle reminders from practitioners help children to understand about keeping themselves safe as they play and use a variety of equipment. For example, they learn how to use scissors safely. Complying with these expectations means children enjoy their learning experiences.

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provision is good

Safeguarding arrangements are robust. There are also secure procedures in place for the recruitment of practitioners and all are vetted to ensure they are suitable to care for children. The manager monitors practitioners' performance both informally through working alongside them, and more formally through annual appraisals. She and her team demonstrate a commitment to the continual development of the whole provision. Practitioners are supported to attend relevant courses to improve their knowledge and the quality of provision for the children. Parents comment that the setting is excellent and cannot praise the practitioners enough for what they do to support the children. Practitioners have established good links with local schools. However, this is mainly for the transition arrangements and not for the ongoing sharing for information about children's development. This means that they do not ensure continuity in children's development.

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Setting details

Unique reference number 253397 Local authority Nottinghamshire Inspection number 1011153 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 9 Total number of places 18 Number of children on roll 36 Name of provider Amanda Jane Beeby Date of previous inspection 25 March 2015 Telephone number 01949 20123

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Setting details

Southfields Pre-School first registered in 1999 and is a privately owned setting. The setting employs nine practitioners, of whom, seven hold appropriate early years qualifications, including one with Early Years Professional status and one with Qualified Teacher Status. The setting opens Monday to Friday for 50 weeks of the year, closing Christmas week and August bank holiday week. Sessions are from 7.30am until 6pm. 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

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’.

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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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