Strathmore Pre-School

Strathmore Pre-School Strathmore School, Old Hale Way, HITCHIN, Hertfordshire, SG5 1XR

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Inspection date

Previous inspection date 8 July 2015 10 January 2012

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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

 Partnerships with parents are effective and they speak highly of the established staff team. Parents are warmly welcomed and regularly encouraged to extend their child's learning at home. Staff provide good opportunities for parents to find out about the Early Years Foundation Stage. Staff share information about children's progress and achievements through informative learning profiles.  The pre-school leader implements regular opportunities to identify strengths and possible training needs during staff supervision. Self-evaluation is effective because the staff team continuously monitor and evaluate the learning and development requirements. Consequently, they are able to identify and narrow gaps in children's learning.  The pre-school leader and staff are vigilant about children's safety. They provide a secure environment and implement robust procedures, such as recruitment and induction to protect children.

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This provision is good

 Children are developing strong bonds and attachments with staff and friends at pre- school. They are cared for in a warm, friendly and well-organised environment, where they are able to feel safe and secure. As a result, children are happy and settled.  Children's speech and language development is good, including children with special educational needs and/or disabilities and those who speak English as an additional language.

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It is not yet outstanding because:

 The assessment process does not include the tracking of the progress made by specific groups of children in order to clearly focus planning.  On occasion, when children are grouped together, staff do not adapt activities to take greater account of children's different ages and stage of development.  Children are not consistently reminded of the importance of caring for living things.

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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

 refine the observation and assessment process, in order to sharpen the focus on the progress that specific groups of children make  strengthen children's learning during small-group activities, for example, by adapting these so that children of all ages can engage effectively  provide more opportunities for children to show care and concern for living things.

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Inspection activities

 The inspector completed a joint observation with the pre-school leader as children listened to a story, and together they discussed children's play, learning and progress.  The inspector looked at evidence of the suitability of staff members and a range of other documentation, including supervision, appraisal and policy documents.  The inspector discussed how the leader monitors and evaluates the quality of teaching, and took account of the views of some parents spoken to during the inspection.  The inspector observed children's play inside and outside, observed the pre-school snack and lunchtime routines and spoke with the staff and children at appropriate times throughout the inspection.

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who attend. This is good

Staff implement the requirements of the Early Years Foundation Stage very well. They plan a range of inviting activities, which link to children's interests and next steps in learning. The move on to school children make, including those with special educational needs and/or disabilities and those who speak English as an additional language, are well promoted. For example, they develop effective social skills and confidence as they take part in specific group activities, such as show and tell sessions. Their listening skills are fully encouraged, as spontaneous activities, such as a guess the sound game, are played regularly. However, on occasion during group activities staff do not adapt the activity effectively to ensure that it is matched to all children's ages and stage of development. As a result, some younger children become disengaged. Staff promote children's creativity very well. Children are happily engaged in the current summer role-play area where they

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who attend. This is good

pretend to splash in the swimming pool or sit in the shade at the beach.

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good

Children's physical development is fully encouraged. There are ample opportunities for outside play with activities, such as writing, drawing and reading, equally promoted in the stimulating outside area. Furthermore, children explore different textures as they enjoy the feel of water and mud independently. Staff provide interesting activities for children to learn about the natural world, and exploit a spontaneous opportunity to find insects. However, they do not explain the importance of caring for living things. Children develop a good understanding of leading healthy lifestyles. They follow practical routines, discuss their snacks and lunches with staff and talk about what makes them grow big and strong.

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provision is good

Staff demonstrate a good knowledge and understanding of the safeguarding and welfare requirements. All staff have attended child protection training and the leader and deputy manager take the designated responsibility for dealing with child protection. Staff are aware of the signs and symptoms of abuse and the procedure to follow if they have concerns. The leader regularly observes the well-qualified staff team, and children, in order to monitor the quality of teaching. She uses feedback from these observations during regular staff meetings to evaluate and make plans for future improvements. Staff attend a variety of training to improve their knowledge and understanding and share this with the whole team to promote the overall quality of the setting. Children's learning journals are reviewed regularly and the tracking of their progress is well organised. However, the leader is not yet able to track the progress of specific groups of children to

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provision is good

ensure that good progress is made throughout the pre-school. The pre-school staff have very good links with other early years settings and professionals. They work together to promote consistency of children's care and confidently share progress and achievements to support children in their move on to other settings.

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Setting details

Unique reference number EY407633 Local authority Hertfordshire Inspection number 850842 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 20 Number of children on roll 37 Name of provider Strathmore Pre-School Date of previous inspection 10 January 2012 Telephone number 01462459558

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Setting details

Strathmore Pre-School was registered in 2010. The pre-school is situated in the grounds of Strathmore infant school and employs six members of childcare staff. Of these, five hold an appropriate early years qualification at level 3 or above. The pre-school opens Monday to Thursday, from 9am to 3pm and from 9am to 12 noon on a Friday, term time only. The pre-school supports children with special educational needs and/or disabilities and children who speak English as an additional language. 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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