Marsh Gibbon Preschool

Marsh Gibbon Pre-School Village Hall, Clements Lane, Marsh Gibbon, Bicester, Oxfordshire, OX27 0HG

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Inspection date

Previous inspection date 2 October 2015 2 March 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Outstanding 1

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This provision is good

 The manager has made a very positive impact on the quality of the provision since her appointment to the role. She demonstrates a strong commitment to continuing to ensure that children receive high-quality care and education.  The quality of teaching is good. Staff know children well and use this knowledge to offer effective support and guidance to help all children make good progress.  Staff quickly identify children who may benefit from some additional help. They work with other professionals to ensure these children receive the support they need. These effective partnerships help ensure that any gaps in children's learning quickly begin to close.  Staff have highly successful strategies for promoting children's sense of well-being. They plan many opportunities for children to share their thoughts and views and to learn how to keep themselves and others safe. As a result, children develop a very

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This provision is good

positive view of themselves and grow in confidence and self-belief.  Staff are extremely skilled at helping children settle into pre-school life. They provide lots of cuddles and reassurance and work closely with parents to ensure children come to trust those who will be looking after them. Children thrive in such a nurturing environment and soon come to see pre-school as a safe and fun place to be.

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It is not yet outstanding because:

 Staff do not plan some activities as well as they could. For example, staff do not always ensure they have enough resources ready for adult-led activities or that younger children do not sit for too long at singing. At these times, some children become distracted and lose interest.  Staff do not always make the best use of opportunities to teach children about everyday technology. They do not consistently encourage children to explore and practise using technological resources in their play.

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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 adult-led activities to ensure they capture and maintain all children's interests  improve opportunities for children to use, practise and explore technology for a particular purpose.

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Inspection activities

 The inspector observed children and staff, indoors and outdoors.  The inspector carried out a joint observation with the manager.  The inspector took account of the parents' views.  The inspector spoke with staff about their understanding of safeguarding, child protection and first aid.  The inspector sampled documentation, including children's records, policies and staff qualifications.

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Effectiveness of the leadership and management is good

The manager understands and fulfils the requirements of her role well. She involves parents, children and staff in reviewing all aspects of the provision, and leads staff in making effective improvements. For example, staff now organise the beginning of sessions so parents have more time to help children settle. Staff are well qualified. The manager encourages them to attend additional training and to share their new knowledge with colleagues. She offers effective guidance and ensures they have regular opportunities to discuss their performance. This ensures teaching remains consistently strong. Staff keep parents well informed about their children's progress, which helps parents to continue the learning at home. Safeguarding is effective. The manager ensures all staff fully understand their role in keeping children safe and know what to do if concerned about a child's welfare. The manager and provider use effective systems to ensure the suitability of those

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Quality of teaching, learning and assessment is good

Staff track children's progress, enabling them to plan to meet their individual needs. They ask children questions and comment on their play to help them learn. Children learn about the world in which they live, such as digging for vegetables and walks in the local area. They develop their mathematical skills as they compare the heights of towers they build. They have many opportunities to practise their early writing, both indoors and outdoors. Staff provide additional support for those who need it; for example, by planning extra speaking and listening activities or by organising extra visits to meet their new teachers. Staff are committed to ensuring all children gain the skills they need for future learning. All children make good progress and develop a positive view of learning and doing one's best.

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Personal development, behaviour and welfare are outstanding

Staff meet children's physical needs extremely well. They plan the day so that children can spend plenty of time outside exercising in the fresh air. Children develop an interest in healthy food because staff are enthusiastic and encouraging at snack. Staff have received recognition for the work they do around respect and tolerance. Children use these terms as they play, and they talk about how they are feeling. Staff skilfully use dolls, 'respecting Rita and Roger', to help children learn to see things from the point of view of others. Children show extremely high levels of involvement in their play because staff put a great deal of thought into how they present toys and equipment.

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Outcomes for children are good

Outcomes for children are good. Children are developing the skills they need for their future learning and a successful move to school. They are discovering that being kind, helpful and tolerant is just as important as being able to count and write your name.

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Setting details

Unique reference number 131131 Local authority Buckinghamshire Inspection number 825489 Type of provision Full-time provision Day care type Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 36 Number of children on roll 53 Name of provider Marsh Gibbon Pre-School Committee Date of previous inspection 2 March 2011 Telephone number 07927 244913

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Setting details

Marsh Gibbon Pre-School registered in 1992. It is located in Marsh Gibbon, Oxfordshire. It is open from 9am to 3pm on Monday, Wednesday, Thursday and Friday, and from 9am to 12 noon on Tuesday, during term time only. The provider receives funding for free early years education for children aged two, three and four years. The provider employs 11 staff; of these, eight hold childcare qualifications at level 3, one holds a qualification at level 5 and one has Early Years Professional Status.

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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

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Setting details

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