Hollytrees Pre-School

Hollytrees Pre-School Chipping Ongar Primary School, Greensted Road, ONGAR, Essex, CM5 9LA

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Inspection date

Previous inspection date 10 November 2015 11 January 2010

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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 have access to a wide variety of interesting resources both indoors and outdoors. Children are confident, motivated and enjoy exploring their environment. They develop the skills needed for the next stage in their learning.  Children are happy and settle quickly as the key-person system is effective. Staff have a warm and caring rapport with the children and are very knowledgeable about children's individual needs and interests. This helps to meet children's emotional needs and care routines.  Staff are very successful in working in partnership with parents. They develop positive relationships and work with them to promote children's learning in the pre-school and at home. Parents offer very positive feedback about their children's progress and how much their children enjoy attending.  Staff form effective partnerships with the teaching staff at the host school. Pre-school children regularly join in events at the school. This helps them to become familiar with

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This provision is good

the new environment and helps prepare them well emotionally for the move to full time education.  Staff are encouraged to further their professional development as they receive regular supervision and training opportunities. This has a positive impact on children's progression as staff update their skills, knowledge and understanding.

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It is not yet outstanding because:

 The manager has not yet established a highly successful system to monitor and review the progress of different groups of children.  On occasions, staff do not fully encourage the older and more-able children to extend their creative thinking and use their own ideas.

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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 and monitor the progress of specific groups of children, and use this information to assess whether the provision for different groups can be enhanced further  enhance opportunities for the older and more-able children to express their ideas and extend their creativity.

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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 carried out a joint observation with the manager.  The inspector held discussions with the manager, staff, children and the reception teacher from the host school.  The inspector viewed a sample of the children's development records.  The inspector saw evidence of the suitability and qualifications of the staff, self- evaluation, risk assessment and policies and procedures.  The inspector took account of the views of parents spoken to on the day and from their responses to surveys organised by the pre-school.

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Effectiveness of the leadership and management is good

There is a strong team spirit as the manager and staff work well together to evaluate practice and make continuous improvements. Arrangements for safeguarding are effective. Staff implement robust risk assessments of the premises to help promote children's welfare and safety. Good attention is paid to security in the pre-school. Recruitment procedures are effective and all staff undergo appropriate suitability checks. Staff have a secure understanding of what would cause them to be concerned about the welfare of a child. Overall, the tracking and monitoring of individual children's progress are used well so that any gaps in learning are quickly identified and swift intervention and help are obtained.

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Quality of teaching, learning and assessment is good

The well-qualified staff team provide an interesting and attractive play environment, where children's learning is promoted across all areas of learning and development. The quality of teaching is good as staff are consistently engaged with children. They use their observations and knowledge of children's levels of achievement to efficiently plan challenging activities. Children develop good communication and language skills. Staff talk to them on their level, ask questions and repeat back what they say. Children play imaginatively and build stories based around their own first-hand experiences in role play. Staff skilfully promote children's mathematical understanding. They encourage children to use positional language, count and compare size and shapes.

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Personal development, behaviour and welfare are good

Children thrive on the caring relationships they have developed with staff. Staff give children and their families a warm welcome each morning. During group times, staff show interest in the experiences children have had at home. This helps children to develop good listening and attention skills and promotes their confidence and self-esteem. Staff have high expectations of behaviour and offer clear boundaries and routines. Children behave well, respect one another and are able to share toys and take turns in their play. Children take part in activities to mark cultural and traditional events. They gain an awareness of the wider world beyond their immediate family experience. Children's good health is promoted. They practise good handwashing routines and eat a range of healthy and nutritious snacks and meals. Outdoor play and exercise is an integral part of the daily routine. Children develop good levels of independence. They confidently select their

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Personal development, behaviour and welfare are good

activities and they become competent at managing their own personal needs.

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Outcomes for children are good

All children make good progress from their starting points. Children confidently acquire the essential skills that prepare them for the next stage in their learning and for starting school. Staff have developed effective partnerships with other providers and external agencies to support disabled children and those with special educational needs. This helps to provide a consistent approach for all children to have their care and learning needs met.

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Setting details

Unique reference number EY392957 Local authority Essex Inspection number 859481 Type of provision Full-time provision Day care type Childcare - Non-Domestic Age range of children 2 - 4 Total number of places 30 Number of children on roll 50 Name of provider Hollytrees Pre-School Ltd Date of previous inspection 11 January 2010 Telephone number 07886648694

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Setting details

Hollytrees Pre-school was registered in 2009 and is run by a limited company. The pre- school employs seven members of childcare staff. Of these, five hold appropriate early years qualifications at level 3. The manager holds a relevant degree at level 6. The pre- school opens from Monday to Friday, during school term times. Sessions are from 9am until 12 noon on Monday and from 9am to 3pm on Tuesday to Friday. The pre-school 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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