Sticky Fingers Pre-School

Sticky Fingers Pre-School Redbridge Primary School, Studland Road, SOUTHAMPTON, SO16 9BB

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Inspection date

Previous inspection date 18 November 2015 1 March 2012

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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

 Children thrive in the welcoming and nurturing environment. Staff are highly skilled and sensitive in helping children form secure emotional attachments.  Excellent use is made of the play spaces to provide an enabling environment that offers children rich learning experiences that supports their active learning well.  The quality of teaching is consistently good. Staff make regular and precise assessments to monitor children's achievements effectively. They quickly identify any gaps in children's learning and put in targeted support. All children are making good progress in their learning from their starting points.  Staff promote children's communication and language skills well.  Effective performance management systems are in place to monitor staff practice. Clear guidance from the management, alongside a well-established programme of professional development helps staff improve their knowledge and skills, which benefits

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This provision is good

children.  Strong partnerships are developed with parents. Staff inform parents of children's progress and use successful strategies to engage parents in their children's learning.

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It is not yet outstanding because:

 Children do not always have the full opportunities to think and work things out for themselves during the play activities.  At times, the large group activities are not organised to take account of children's differing ages and abilities and some younger children are less engaged.

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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

 give children more time to think during the activities to allow them to find ways to do things themselves  review large group activities to make sure they are organised to fully support all children's learning.

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Inspection activities

 The inspector observed children's play and staff interaction, indoors and outdoors.  The inspector completed a joint observation with the manager.  The inspector looked at documentation, including a sample of children's developmental records, planning and staff suitability records.  The inspector talked with the provider, staff and some parents.  The inspector looked at the systems used to review and evaluate the pre-school.

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Effectiveness of the leadership and management is good

The management and staff have a clear drive for improvement and continually reflect on the play activities. This helps them identify how to develop them further, such as increasing resources outdoors to offer children new experiences. Well-qualified staff are clear of their roles and responsibilities, working together well to meet children's individual needs. Staff plan specific activities to focus on areas where children need additional support. Safeguarding is effective. Clear recruitment and vetting arrangements check the suitability of staff. Staff have a good understanding of safeguarding and child protection issues and the procedures to follow if they have a concern about a child. They identify and minimise risks to children effectively and teach children how to stay safe in their play. Parents receive regular information about how their children are progressing and comment how their children's speech has improved since attending the pre-school.

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Quality of teaching, learning and assessment is good

Children are happy and motivated to learn. They enjoy playing and exploring as they move around and investigate the stimulating and interesting learning experiences provided. Staff promote children's learning and development effectively. Children get consistent support from staff through the activities as staff skilfully model language to help build on children's vocabularies. Children develop a good understanding of mathematics; they regularly use number and count in their play. Children have fun as they use the wide range of tools to scoop up gravel, to manipulate the dough and to experiment with the paint. They learn to write their names on their artwork, which supports their literacy skills effectively.

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Personal development, behaviour and welfare are outstanding

Staff know children very well. They recognise when particular children need extra care and reassurance to help them settle. The excellent key-person system ensures children receive the support they need, which fosters their emotional well-being exceptionally well. Children show high levels of confidence as they choose their play materials and follow their individual learning styles. Staff teach children to gain independence when managing their personal care and the good routines help children learn how to stay healthy. Children get plenty of fresh air and exercise through excellent use of the outdoor play areas. Children learn how to manage their behaviour and play together well with their friends. They understand the importance of sharing, such as waiting their turn to use the larger spade. Staff value the children and help them to feel good about their achievements.

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Outcomes for children are good

Children develop the key skills they need for the future. They are well prepared for their next steps in their learning, and their move on to school. Additional funding for children with specific needs is used effectively to narrow gaps in outcomes for children.

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Setting details

Unique reference number EY427440 Local authority Southampton Inspection number 823324 Type of provision Full-time provision Day care type Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 24 Number of children on roll 36 Name of provider Green Lane Playgroup (Southampton) Committee Date of previous inspection 1 March 2012 Telephone number 02380 764717

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Setting details

Sticky Fingers Pre-School registered in 2011. It is a registered charity and operates from a purpose-built building within Redbridge Primary School in Southampton, Hampshire. The pre-school receives funding for the provision of free early years education for children aged three and four. The pre-school opens five days a week during school term times. Sessions are from 8.55am to 11.55am and afternoon sessions from 12.10pm to 3.10pm. There are six members of staff who work with the children. The manager has a relevant early years qualification at level 5, three staff have early years qualifications at level 3 and one member of staff has a qualification at level 2.

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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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