Middle Rasen and District Pre School

Middle Rasen Nursery Middle Rasen County Primary School, North Street, Middle Rasen, Market Rasen, Lincolnshire, LN8 3TS

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Inspection date

Previous inspection date 20 October 2015 25 September 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 Good 2

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This provision is good

 Children confidently investigate a well organised variety of resources that inspire creativity and help develop their problem-solving skills. This enables children to take the lead in their play and follow their own ideas.  Staff know how their key children learn and accurately assess how to support them in making further progress. They skilfully support and challenge children's learning in small-group activities and during their play.  Staff work closely with teachers from the onsite school. They work together to support children's move into school to help them succeed well in future learning.  The manager works with staff to establish a programme of training to support their individual professional development needs. This ensures the highly qualified staff team remain up to date and maintain good professional knowledge and expertise.  The manager has been proactive in driving improvements forwards. She has

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This provision is good

encouraged staff, parents and the committee to work collaboratively. Good teamwork and support from the local authority has helped to raise the overall quality of the nursery.

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It is not yet outstanding because:

 Professional development does not focus enough on raising the quality of teaching and increasing the potential for children to make rapid progress in their learning.  The manager has started to monitor the progress that different groups of children are making. She has yet to analyse how to use this information to support even better 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

 focus more clearly on observing and evaluating the quality of teaching to identify what needs to be improved to support children's progress  fine tune the monitoring systems to more effectively measure and support the progress that specific groups of children are making.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector completed a joint observation with the nursery manager.  The inspector held a meeting with the nursery manager. She looked at relevant documentation, such as the nursery's self-evaluation and evidence of the suitability of staff working in the nursery.  The inspector spoke to the Reception-class teacher about the children's level of development and the accuracy of the assessments made by nursery staff.  The inspector spoke to a small selection of parents and committee members during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The manager and committee have high expectations for the staff and children. Since the last inspection, they have analysed practice and made swift and efficient improvements. The arrangements for safeguarding are effective. For example, managers follow a rigorous recruitment and induction process for new staff. The manager monitors the learning of all children in the nursery. She identifies any gaps in children's learning. Disabled children and those with special educational needs are swiftly identified and staff work well with parents and other agencies to meet their individual needs.

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Quality of teaching, learning and assessment is good

Staff accurately assess and monitor children's progress and plan a variety of activities that meet their needs and interests. Staff in the baby room are enthusiastic and responsive to children's needs. They copy words and sounds that babies make and sing songs which children readily join in with. Staff in the pre-school room listen carefully to children and ask them questions that provoke their thinking. Children draw a flower and count the petals with staff. They ask staff, 'how many petals does a normal flower have?' Staff use the opportunity to discuss similarities and differences. Spiders hidden in blocks of ice provide excitement and challenge. Some children discuss how to get the spiders out, saying that they need to melt it and make it hot. Staff introduce the word 'defrost', building children's vocabulary. Other children count the number of spiders in each block of ice and are supported in adding the two numbers together. This good teaching helps to

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Quality of teaching, learning and assessment is good

support children's mathematical understanding in meaningful situations.

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Personal development, behaviour and welfare are good

Children are sensitively supported when they settle in or move to their new room. They have a strong bond with their key person and their self-confidence and sense of well-being are high. Partnerships with parents are good and they speak highly of the staff and the nursery. Children display positive behaviour. Staff have established routines and use consistent strategies to foster this. Children have ample opportunities to develop their physical skills. They build a large structure using crates and wood and find different ways to cross it. When a crate wobbles, children put it back in place, demonstrating that they know how to keep themselves safe. Staff encourage children to be polite, thoughtful and independent. They eagerly get a mat for visitors to join them in circle time. They butter their own crackers and pour their milk at snack time.

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Outcomes for children are good

All children, including those in receipt of additional funding, are making good progress in their learning from their starting points. Children are developing key skills needed for school and future life. This includes disabled children and those with special educational needs. Additional funding is well utilised to buy resources to give children the extra support they need.

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Setting details

Unique reference number EY344802 Local authority Lincolnshire Inspection number 1029652 Type of provision Full-time provision Day care type Childcare - Non-Domestic Age range of children 0 - 11 Total number of places 36 Number of children on roll 66 Name of provider Middle Rasen and District Pre-School Committee Date of previous inspection 25 September 2014 Telephone number 01673844111

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Setting details

Middle Rasen Nursery was registered in 2007. The nursery employs nine members of childcare staff. Of these, six hold appropriate early years qualifications at level 3 or above, including one at level 6. The nursery opens Monday to Friday during term time from 7.30am to 5.30pm. Breakfast and after-school sessions run from 7.30am to 8.30am and from 3.05pm to 5.30pm term time, and 7.30am to 5.30pm during summer holidays. The nursery provides funded early education for two-, three- and four-year-old children. It supports disabled children and those with special educational needs.

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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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