Kennford Playbox

Kennford Playbox The Kenn Centre, Exeter Road Kennford, Kennford, Exeter, EX6 7UE

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Inspection date

Previous inspection date 23 November 2015 16 January 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

 The manager and staff team are highly reflective. They routinely identify areas for development and work hard to address them. For example, they have increased opportunities outdoors, to extend children's physical skills.  Staff plan a stimulating range of activities that build on children's skills and knowledge. This helps children to make good progress in their learning.  Staff provide a very interesting, inspiring and well-resourced environment. Children are highly motivated and engaged, and make independent choices in their play. This helps to develop a positive attitude towards learning, in preparation for the move to school.  Children build extremely strong attachments with staff, particularly their special person. These relationships help children to settle quickly, feel very secure, and develop high self-esteem. Children's behaviour is exemplary.  Children confidently try things for themselves. Most children are able to put on and

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This provision is good

fasten their coats, and become independent from a young age.

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It is not yet outstanding because:

 The manager regularly shares children's learning with other settings that children attend, but is not proactive in seeking the same information in return, to promote a more consistent approach.  Sometimes, staff do not always ask children questions that challenge them to think for themselves.

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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

 seek further ways to obtain information regarding children's development from other settings that children attend  provide more opportunities for children to consider their own ideas and develop their thinking skills.

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Inspection activities

 The inspector observed children's play and staff's planned activities, both indoors and outside.  The inspector conducted a joint observation with the manager.  The inspector held discussions with children, their parents and staff at appropriate times through the inspection to take account of their views.  The inspector held a meeting with the manager.  The inspector sampled documentation including children's learning records and staff's training certificates.

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Effectiveness of the leadership and management is good

Safeguarding is effective. All staff and the manager have a robust knowledge of how to refer concerns and seek advice regarding children's welfare. The manager provides good support for staff through regular meetings and annual appraisals. Together, they identify training needs to improve the quality of teaching. This has resulted in them making better use of music to encourage quieter children to interact during their play. The manager monitors children's development successfully by tracking their progress. This enables her to recognise and monitor any gaps in their learning and the educational programme that need additional focus. This contributes to the accurate self-evaluation and demonstrates their commitment to driving improvement.

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Quality of teaching, learning and assessment is good

The quality of teaching is consistently good. Staff get to know the children well, which enables them to plan activities and a welcoming environment that meets children's individual needs. For instance, the older children spend time practising using scissors until they are able to operate them independently. Staff model language effectively and support children who learn English as an additional language well. Children develop very good physical skills as they practise throwing beanbags with accuracy during games with staff and climbing rope ladders. There are many opportunities for children to develop their literacy skills and practise their early reading and writing. This effectively helps them to develop a good understanding of sounds and letters. Staff work well with parents and routinely share information with them about their children's development, to extend children's learning at home.

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Personal development, behaviour and welfare are outstanding

The pre-school fosters an extremely welcoming, family atmosphere in which children thrive and flourish. Children's behaviour is excellent. Staff are very positive role models, and help children to understand their expectations. Children show high regard towards others and show them respect. They welcome other children to join in with their games and happily listen to each other's ideas, which transforms and extends their play. Staff very skilfully help children to assess risks for themselves and learn about potential dangers; for example, they talk about how to use a sharp knife safely when helping to prepare snack. Children thoroughly enjoy being active and spend sustained periods outside being physically active.

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Outcomes for children are good

All children, including those with special educational needs and/or disabilities, make good progress from their starting points. They enjoy stimulating play experiences in an exciting learning environment, developing key skills for future learning and moving on to school.

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Setting details

Unique reference number EY366991 Local authority Devon Inspection number 827835 Type of provision Full-time provision Day care type Childcare - Non-Domestic Age range of children 2 - 4 Total number of places 24 Number of children on roll 30 Name of provider Kennford Playbox Committee Date of previous inspection 16 January 2012 Telephone number 01392 833488

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Setting details

Kennford Playbox is a committee run pre-school, which operates from the village of Kennford, on the outskirts of Exeter in Devon. The pre-school first registered in their current premises in December 2007. Morning and afternoon sessions operate Monday to Friday during school term times from 8.30am to 3.15pm. The pre-school receives early education funding for children aged two, three and four years. The pre-school employs five members of staff, all of whom hold appropriate qualifications to at least 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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