Ugley Duckling Pre-School

Ugley Duckling Pre-School Alsa Lodge, Alsa Street, Stansted, Essex, CM24 8SX

p.1

Inspection date

Previous inspection date 22 October 2015 3 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

 Children show high levels of concentration and quickly become engrossed in the excellent activities available to them. They choose where and with what they want to play and this helps them to swiftly develop into independent learners.  The key-person system is strong. Children new to the pre-school are supported very well and settle quickly. They rapidly develop a strong relationship with their key person and seek them out for support and reassurance.  The pre-school staff have established exceptionally strong partnerships with parents. They go the extra mile in the support that they offer to them. Parents talk about the care and support the staff provide for them. Furthermore, they talk about their amazement of how much their children learn.  Children make good progress. Children who speak English as an additional language are skilfully supported. The pre-school staff work closely with parents to ensure all

p.1

This provision is good

children are fully included in all aspects of pre-school life.  Partnership working with other settings where children attend is strong. Information about children's development is regularly shared and this encourages continuity in children's learning.

p.1

It is not yet outstanding because:

 The systems in place for supervision and performance management of staff are not always effective enough to help staff to develop their knowledge and understanding of how children learn and develop 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

 develop a more effective system for the supervision and performance management of all staff which consistently identifies their ongoing professional development needs.

p.2

Inspection activities

 The inspector observed activities both indoors and in the outside play area and talked to the staff and children at appropriate times.  The inspector carried out a joint observation and held a meeting with the pre-school manager.  The inspector looked at children's assessment records, planning documents and a range of other documents, including the safeguarding policy and procedure.  The inspector checked evidence of the suitability and qualifications of staff working with children.  The inspector took account of the views of parents and of the pre-school's self- evaluation form.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. All staff are fully aware of their responsibility to report any concerns about children's well-being and are confident in their ability to recognise child protection issues. Staff turnover is extremely low, however, there are robust procedures in place in order to recruit new staff when they are needed. The staff regularly track the progress of both individual and groups of children. They use effective systems to review the educational programme which ensure that all children's needs are met. However, the monitoring of staff's teaching and practice through observations, supervisions and appraisals is not always highly effective in addressing weaknesses and identifying further professional development opportunities. Staff reflect on their practice through regular meetings. They seek the views of parents through questionnaires and make effective changes to their practice to meet parents' needs. For

p.3

Effectiveness of the leadership and management is good

example, they now provide parents with more information through emails and a daily message board.

p.3

Quality of teaching, learning and assessment is good

The quality of teaching is good. The staff plan activities that are interesting and stimulating for every child. Staff model mathematical language during children's play. For example, they talk about the top and bottom and count cars with children as they put them through a recycled cardboard tube. There are many opportunities for children to practise their early writing skills. They are encouraged to write their name at every opportunity and children enjoy making marks with chalks on boards outside. The staff collect clear information about children's starting points from parents. This helps them to clearly identify children's next steps in all areas of learning. Furthermore, they encourage parents to continue children's learning at home as they send home ideas for activities linked to the topics they are covering.

p.3

Personal development, behaviour and welfare are good

The well-established staff team create a calm and nurturing environment. Children have fun; they are settled and happy and their behaviour is excellent. Children have many opportunities to be active and enjoy daily fresh air. The garden is well resourced, children enjoy gardening, pond dipping and walks through the woodland. Staff use snack times to have conversations with children about healthy food and the importance of drinking water. They are vigilant in ensuring any children with food allergies have their individual needs met. Children show good levels of independence as they make their own choices, serve themselves at snack times and find their belongings. Children enjoy taking home their learning journey and sharing it with their family. Parents talk about children's excitement of looking at photographs of their wonderful pre-school experiences.

p.3

Outcomes for children are good

The excellent tracking of individual and groups of children's learning and development ensures all children make good progress. Staff teach the basics for mathematics and literacy very well. Parents and staff at local schools state how well prepared the children are for the next stage of their learning at school.

p.3

Setting details

Unique reference number 204110 Local authority Essex Inspection number 865231 Type of provision Full-time provision Day care type Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 45 Number of children on roll 45 Name of provider Caroline Anne Dawson Date of previous inspection 3 March 2011 Telephone number 01279 812621

p.4

Setting details

Ugley Duckling Pre-School was registered in 2009. The pre-school employs seven members of staff. Of these, four hold appropriate early years qualifications and one holds Qualified Teacher Status. The pre-school opens school term time only from 8.30am until 3pm, Monday to Thursday, and 8.30am until 12.30pm on Friday. The pre-school provides funded early education for two- three- and four-year-old children. The pre-school supports children who speak English as an additional language.

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