Muddy Boots Pre School

Muddy Boots Pre School Walgrave CP School, Kettering Road, Walgrave, Northampton, Northamptonshire, NN6 9PH

p.1

Inspection date

Previous inspection date 19 October 2015 24 March 2011

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The manager has a clear understanding of her legal responsibilities and is committed to ongoing improvement. She works closely with key members of the playgroup committee and the school on-site to continually identify ways to develop the already good practice.  Children are supported in making good progress in their development. Staff understand how children learn and their teaching is effective. They know how to support children through regular conversations and by building on what they know and can do.  Children are well cared for by the friendly and attentive staff. They form close relationships which fosters children's confidence and emotional development very well. Staff recognise the uniqueness of each child. They take the time to get to know them and spend good quality time supporting them in their activities.  The manager and staff develop very good partnerships with parents and other education partners. This ensures children receive continuity in their care and learning,

p.1

This provision is good

and contributes effectively to positive outcomes for children.  Children's future move on to school is very effectively managed. The playgroup works closely with the Reception class of the on-site school. They link regularly to share good practice and support individual children's needs. They adapt arrangements in playgroup to mirror those of the school to minimise the change to children's routines, and the new environment.

p.1

It is not yet outstanding because:

 Staff do not always focus precisely on the available learning opportunities within some adult-led activities, so that children's learning is supported and developed to the highest level.

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

 review the planning and organisation of adult-led activities to focus more precisely on the available learning opportunities.

p.2

Inspection activities

 The inspector observed activities in the main playroom and the outside learning environment, and conducted a joint observation with the manager.  The inspector held a meeting with the playgroup's manager and a member of the committee. She spoke to staff and children throughout the inspection, when appropriate.  The inspector looked at children's assessment and planning documentation, the playgroup's risk assessment and safety records.  The inspector checked evidence of the suitability and qualifications of staff working within the setting, the provider's evidence of self-evaluation and a range of other documentation.  The inspector took account the views of parents and carers spoken to on the day, and by reading their comments on letters given to the manager.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. Children are well protected by robust risk assessments and clear procedures which ensures that they are always well supervised and cared for. Committee leaders and the manager ensure vetting procedures for staff and committee members are thorough. There are effective systems for recruiting new staff. Observations of staff practice, supervision and support of the staff team are undertaken regularly. The manager is aware of the importance of ensuring the staff team remains skilled and knowledgeable. She supports staff to attend regular training and ongoing professional development.

p.3

Quality of teaching, learning and assessment is good

Staff are receptive and responsive to the choices children make during their play. They engage with them at appropriate times and ask probing questions to encourage children to consider their approach and to solve problems. Children's literacy skills are promoted well. There are many opportunities for them to explore books and they eagerly snuggle in with staff to enjoy a story. They practise their early writing with mark-making resources, both indoors and outdoors. They relish choosing a book from the lending library to put in their book bag and share this with their parents and family at home. Whole group times are fun and stimulating. Children enjoy joining in with action songs and rhymes. They listen well, showing respect for others. Children develop their conversation skills as they discuss the weather and as they share things that they have brought in from home. However, some smaller adult-led group activities are not always as well organised. For

p.3

Quality of teaching, learning and assessment is good

instance, staff do not think to involve children more purposefully during some activities, such as jelly making, to notice how ingredients change. Likewise, during a tribal face painting activity children struggle to access the only mirror available to check their designs.

p.3

Personal development, behaviour and welfare are good

Staff are very calm and patient. They give children individual attention which helps to ensure that each child feels valued and special. They provide very responsive additional support when children are struggling to understand expectations and they use positive praise to acknowledge their achievements. Children enthusiastically get involved in tidying away the activities. They learn to share toys, enjoy social mealtimes and play with other children. All children are learning to behave well, including those whose individual needs require particularly sensitive intervention and additional support.

p.3

Outcomes for children are good

Key persons closely observe and accurately assess children's development and plan for their next steps in their learning. Group assessments and individual children's progress are also scrutinised by the manager to identify any further gaps in learning. This good practice effectively outlines where children need additional support to ensure that the outcomes for all children are good. Children are acquiring the necessary skills to be ready for school.

p.3

Setting details

Unique reference number 220218 Local authority Northamptonshire Inspection number 864229 Type of provision Full-time provision Day care type Childcare - Non-Domestic Age range of children 2 - 4 Total number of places 20 Number of children on roll 26 Name of provider Muddy Boots Playgroup Committee Date of previous inspection 24 March 2011 Telephone number 01604 781838

p.4

Setting details

Muddy Boots Pre School was registered in 1996. It employs six members of childcare staff. Of these, five hold appropriate early years qualifications at level 3. The setting opens from Monday to Friday, during term time only. Sessions are from 9am until 3pm. The setting provides funded early education 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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Setting details

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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