Little Valers Pre-school Committee

Little Valers Committee Grove Vale Primary School, Monksfield Avenue, BIRMINGHAM, B43 6AL

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Inspection date

Previous inspection date 10 July 2015 22 June 2011

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This inspection: Outstanding 1

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Outstanding 1

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This inspection: Outstanding 1

The contribution of the early years provision to the well-being of children Outstanding 1

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This inspection: Outstanding 1

The effectiveness of the leadership and management of the early years provision Outstanding 1

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This inspection: Outstanding 1

The setting meets legal requirements for early years settings

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This provision is outstanding

 Children's individual needs are at the centre of everything the manager and practitioners do. Leaders have high expectations for practitioners' practice. This has an outstanding impact on the quality of teaching and leads to excellent outcomes for children's learning.  Leaders have an exceptional overview of individual children's achievements. Systems used to moderate practitioners' assessment help to ensure that their reflections on the progress children make are accurate.  Practitioners know and understand how to provide children with optimal challenge in their learning and development. They expertly identify those that are working above their expected age range and plan purposefully to ensure that they continue to make superb progress.  The manager and practitioners place the utmost priority on how they organise the environment. Toys and resources are expertly arranged and displayed to inspire

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This provision is outstanding

children to explore recent learning, practise new skills and follow their own interests.  Children form exceptional relationships with their key person and learn to make friends with each other. They confidently and actively play, learn and explore the rich and varied environment.  Children who speak English as an additional language make rapid and significant progress. Practitioners skilfully use tools to track and review children's communication and language development. Children's home language is respected and used to provide continuity for their learning.  The leadership team fully understand their responsibilities with regard to the safeguarding and welfare requirements. Practitioners know how to keep children safe and are alert to the signs that may indicate that a child is at risk of abuse.

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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

 enhance the high-quality systems used for monitoring practitioners' practice to sharply focus evaluations on teaching and the impact this has children's learning.

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Inspection activities

 The inspector observed teaching and learning activities, speaking to children at appropriate times while they played.  The inspector carried out a joint observation with the manager, and discussed the effectiveness of supervision and monitoring of practice with members of the leadership team.  The inspector checked evidence of the suitability and qualifications of practitioners working with children.  The inspector held meetings with the manager and the leadership team, and had discussions with other practitioners about their roles and responsibilities, including safeguarding.  The inspector looked at evidence of self-evaluation, including the views of children and parents from contributions made in documentation and those spoken to on the day of the inspection.  The inspector looked at a range of documentation, which included the safeguarding policy, children's learning and assessment records and the planning of activities.

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who attend. This is outstanding

Practitioners work exceptionally well together to ensure children benefit from an educational programme that clearly fosters opportunities for active learning. Children become motivated learners and are very well prepared for the move on to school. Children investigate small creatures that they find as they explore outdoors. Practitioners are highly skilled in playing alongside children, using language to help them make links between ideas and what they should do next. Children learn to show care and concern for living things in their environment. Meticulously planned adult-led activities take account of individual children's needs. Children's early reading skills are effectively promoted. They learn to link sounds with the letters they recognise. More-able children are challenged to build simple words using letters and sounds that they already know. Effective joint working ensures that children with special educational needs and/or disabilities receive

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who attend. This is outstanding

targeted support. They are involved in all activities and make continual improvement in their development.

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outstanding

Children form secure attachments with practitioners and they are highly confident and motivated to learn. Small-group times are expertly planned to promote children's self- assurance, in order to prepare them for the next stage in their learning. Children are encouraged to be independent and make important health choices. As they get ready to go outdoors, they learn to keep themselves safe by wearing a hat and applying sun cream. Practitioners maximise opportunities to support children's understanding of staying safe. For example, children learn to take risks as they climb, balance and jump across raised surfaces provided for them. Children are extremely happy and settled and their behaviour is excellent. This is because practitioners demonstrate good manners and are highly skilled and sensitive in helping all children to show respect to each other.

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provision is outstanding

Leaders in the pre-school operate a rigorous system for recruitment, induction and professional development. As a result, practitioners are well qualified. Nevertheless, leaders recognise that there is further scope to focus more sharply on the arrangements for ongoing supervision of teaching and the impact it has on children's learning. Leaders are highly motivated and successfully strive for and achieve excellence. This is reflected in the inspiring educational programme practitioners provide for children. Leaders actively seek and act on the opinions of parents and they are successfully involved in pre-school activities and experiences. For example, parents share how useful they found a recent phonics workshop. This means that children's care and learning are significantly enhanced as parents are able to extend their learning at home. Leaders have an excellent overview of children's needs through effective systems used for tracking assessments of their

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provision is outstanding

development. This includes how they track particular groups of children and adjust educational programmes to close any gaps in children's learning.

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Setting details

Unique reference number EY411052 Local authority Sandwell Inspection number 851154 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 3 - 5 Total number of places 24 Number of children on roll 45 Name of provider Little Valers Committee Date of previous inspection 22 June 2011 Telephone number 01213574319

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Setting details

Little Valers Committee was registered in 2010. The pre-school employs five members of childcare staff, all of whom hold appropriate early years qualifications at level 3. The pre- school opens Monday to Friday term time only, from 8.30am until 11.30am and 12.30pm until 3.30pm. The pre-school provides funded early education for three- and four-year-old children. It supports a number of children who speak English as an additional language and children with special educational needs and/or disabilities.

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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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