Little Orchard Pre-School

Little Orchard Pre-School Woodford Valley Primary School, Middle Woodford, Salisbury, Wiltshire, SP4 6NR

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Inspection date

Previous inspection date 2 June 2015 26 February 2009

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3

Previous inspection: Outstanding 1 How well the early years provision meets the needs of the range of children who attend Requires improvement The contribution of the early years provision to the well-being of children Good 2

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3

The effectiveness of the leadership and management of the early years provision Requires improvement The setting does not meet legal requirements for early years settings

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This provision requires improvement. It is not yet good because:

 Staff do not complete an accurate record of children's attendance, as required.  The quality of teaching is variable and opportunities to develop children's learning are missed.  Some activities are not matched well enough to the children's individual learning needs. As a result, not all children are suitably challenged.  Routines sometimes hinder children's ability to complete activities to their satisfaction.  Training and development opportunities for staff do not focus enough on improving the quality of teaching.

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It has the following strengths

 Staff build positive partnerships with parents and professionals. They share good information to promote consistency in children's care and learning. They liaise with local schools to support children in their learning in readiness for starting school.  Staff enable children to take controlled risks by involving them in risk assessments. Children are keen to walk around the garden to identify risks.  Children with special educational needs and/or disabilities receive good support to aid their development.  Staff are caring and are good role models. They support children's understanding of acceptable behaviour. Children behave well and show they feel safe in the setting.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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What the setting needs to do to improve further

 ensure that a record of children's hours of attendance is maintained  improve the quality of teaching to ensure consistency in helping children to make good progress in their learning and development  ensure that planning and assessments are precise and provide challenge to support all children to make good 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

 review the daily routines to allow children time to finish activities to their satisfaction  improve monitoring of staff practice in order to identify where staff would benefit from extra support, coaching or training to help develop their teaching skills.

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Inspection activities

 The inspector observed the quality of the teaching and the impact this has on the children's learning.  The inspector completed a joint observation with management.  The inspector spoke to a selection of parents and took account of their views.  The inspector spoke to staff and held a meeting with management.  The inspector looked at children's records, evidence of the suitability of staff working in the provision and a range of other documentation.

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who attend. This requires improvement

Staff provide a broad range of activities to promote children's learning and development. However, activities do not always provide appropriate challenge to extend all children's learning and some children lose interest. Children take part in projects such as 'people who help us', which help them learn about their community. Children develop their reading and writing skills ready for starting school. Staff help children to learn letter sounds, for example using rhyming games. At times, staff miss opportunities to develop children's vocabulary. This is particularly evident at mealtimes and during activities such as sand play. Pre-school routines often interrupt children's play and this has a negative effect on their learning. For example, staff tell children to leave activities they are enjoying outside and return inside for snack. Staff assess children's learning. However, they do not always identify and plan effectively for the next steps in children's learning.

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good

Staff develop good relationships with parents. They work closely with parents when children first start to help children settle quickly. Children develop good relationships with staff. They enjoy cuddles and praise, and seek them out when needed. Children have good opportunities to develop their physical skills and to learn about taking risks. For example, children learn to climb up steps on the climbing frame and to come down the slide safely. Staff teach children about safety in the garden. Children use checklists to help find any hazards. They look for rubbish and discuss the weather. Children of all ages play together both indoors and outdoors and behave well. Staff help children to learn good hygiene routines and to dress themselves for outdoor play. They help themselves to healthy snacks and learn about brushing their teeth from the dentist that visits the setting.

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provision requires improvement

Management and staff provide a secure and safe learning environment. There are policies and procedures in place to support children's well-being and health and safety. However, attendance records do not identify when children are present and this compromises their welfare. Staff attend training such as health and safety and safeguarding. This helps to ensure staff have a good understanding of their responsibilities to safeguard children. They know how to identify any concerns about a child's well-being and the procedures to follow in the event of any concerns. Management implements some methods to monitor the quality of teaching and children's progress but these are not yet rigorous enough. The weaknesses in teaching have not been identified. Staff meet parents regularly and provide some useful information through notice boards and newsletters. Parents report that their children enjoy attending.

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Setting details

Unique reference number EY344612 Local authority Wiltshire Inspection number 827537 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 21 Number of children on roll 41 Name of provider Little Orchard Pre-School Partnership Date of previous inspection 26 February 2009 Telephone number 01722 782878

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Setting details

Little Orchard Pre-School opened in 2003 and moved to its current site at Woodford Valley Primary School in 2007. The pre-school operates out of a separate building on the school site with an enclosed garden. It has use of the primary school's playing fields and playground. The pre-school opens five days a week during school term times. Sessions are from 9am until 3pm Monday to Friday. Six part-time staff work with children, of whom five have relevant early years qualifications and one is working towards an appropriate level 3 qualification. The pre-school is in receipt of funding for the provision of free early education for two-, three- and four-year-olds.

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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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