Bo-Peeps Pre-School

Bo-Peeps Pre-School Halling Community Centre, High Street, Halling, Rochester, Kent, ME2 1BS

p.1

Inspection date

Previous inspection date 18 May 2015 25 November 2010

p.1

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

p.1

This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

p.1

This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 The partnerships with parents are good. Parent consultations and workshops provide opportunities for staff to share information about children's progress and ideas for learning at home. Parents speak highly of staff and value the quality of teaching and care provided.  Staff use observations and assessments well to identify children's stages of development and plan for the next steps in their learning. Consequently, children enjoy learning through play and make good progress in relation to their starting points.  The managers have a comprehensive set of policies, which they share with the parents. This supports their understanding of the procedures and ethos of the pre-school. They gain parents’ feedback to support the self-evaluation process.  Managers are confident and knowledgeable about the requirements of the Early Years Foundation Stage and share this with all staff, providing an effective learning

p.1

This provision is good

environment.  Staff form good relationships with local schools. For example, they invite reception teachers to visit and meet the children, and share information with key persons. They visit the school regularly and make good use of the facilities. This helps to enable children to move smoothly on to school.

p.1

It is not yet outstanding because:

 The staff do not always check to ensure that mark-making resources are readily available. Therefore, children are not always able to practise their early writing skills.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 improve the availability of mark-making resources to enable children to choose when they want to use these.

p.2

Inspection activities

 The inspector completed a joint observation with the managers.  The inspector observed the quality of teaching and staff's interactions with children.  The inspector spoke to a selection of parents and took account of their views.  The inspector spoke to staff members at appropriate times.  The inspector sampled children's records, planning documentation, evidence of the suitability of staff, and safeguarding policies and procedures.

p.2

who attend. This is good

Staff carry out ongoing observations and use this information to plan activities so that they are of interest and relevant to the children. The managers support the staff well to use effective systems to identify children's strengths and areas to develop. Children, therefore, make good progress. Staff extend children's mathematical understanding as they count and decide if there are more or fewer items than children during activities. The children are eager gardeners. They speak enthusiastically about watching their beans growing in bags and enjoy planting new plants in the sensory garden. This demonstrates a developing knowledge of the natural world around them. Children have plenty of opportunities to engage in physical play, both indoors and outdoors. For example, staff provide balance beams and obstacle courses inside, and outside there are hills to climb and a rope swing. This helps to support children’s physical development.

p.3

good

Staff support children to develop independence skills which prepares children for school. For example, staff encourage children to prepare their own snacks, pour their own drinks and wash their plates and cups. Parents are invited to stay and play with their children as part of the settling process, helping them to settle easily into the pre-school. Children enjoy nutritious snacks to promote their good health. Staff continually praise and encourage children which further supports their confidence. For example, children concentrate as they build electrical circuits. Once finished, staff called other children over to see the results. Staff provide good support to the children to encourage them to solve problems. For instance, when a tall tower kept toppling over, they talked through the problem with the children and decided that the base needed to be wider. Therefore, children learn to persevere with tasks.

p.3

provision is good

Managers and staff have good partnerships with external professionals, such as the local children's centre. These partnerships help to provide support and guidance for staff and parents to support children, especially those with special educational needs and/or disabilities. The managers have a comprehensive approach to self-evaluation including the views of everyone connected to the pre-school. Managers work alongside the staff to help improve practice and share skills to benefit the children. The managers have robust recruitment process to ensure that all staff are suitable to be working with children. The managers continue to support staff through regular observations, appraisals and staff meetings. Managers and staff have a secure knowledge of safeguarding and child protection issues and are aware of the procedure to follow should they have concerns. Therefore, children remain safe. Staff frequently attend training and share new ideas,

p.3

provision is good

which impact positively on children's learning and development.

p.3

Setting details

Unique reference number 103787 Local authority Medway Towns Inspection number 845866 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 48 Number of children on roll 55 Name of provider Jane Margaret Adams and Jacqueline Ruth Tickner Partnership Date of previous inspection 25 November 2010 Telephone number 01634 243696

p.4

Setting details

Bo-Peeps Pre-School registered in 1998 and is situated in Halling, Rochester, Kent. One room is open every day from 9.15am to 2.15pm, and younger children may attend in a separate room from 9.15am to 12.15pm Monday, Wednesday and Friday. The pre-school is open term time only. This provision is registered on the Early Years Register. There are six staff qualified at Level 3 or above, one at level 2 and one to Level 6. The provider is registered to receive funding for two-, three- and four-year-old children.

p.4

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.

p.4

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.

p.4

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’.

p.5

Setting details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5