Hickling Pre-School

Hickling Pre-School Hickling Village Hall, Main Street, Hickling, Melton Mowbray, Leicestershire, LE14 3AQ

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Inspection date

Previous inspection date 24 November 2015 3 December 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

 Leaders, managers and staff have successfully addressed the areas for improvement identified at the last inspection. Consistent and successful teaching methods are used by all staff. Children's good progress is supported well.  Children form warm and trusting relationships with all staff and are comfortable in the pre-school. They arrive happily, are eager to take part in the activities and enthusiastically explore the indoor and outside spaces.  Resources are easily accessible and carefully matched to suit the age range of children attending. Children confidently make choices about what they would like to do and they play happily together.  Children's safety and welfare are fostered. Staff carry out regular safety checks, keep the premises secure and are effectively deployed. Children develop an awareness of how to keep themselves safe. Gentle reminders from staff help them to understand how to use space and resources in a safe way.

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This provision is good

 Leaders, managers and staff have a good understanding of the strengths and areas for improvement within the pre-school. The use of well-focused development plans is having a positive impact on the outcomes for children. They have made the most of expert advice and support available and are keen to improve the provision further.

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It is not yet outstanding because:

 Staff do not always encourage parents to share information about what they know their child can do, or help them to extend their children's learning at home.  Staff have not fully considered different ways to further enhance their own practice.

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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

 build further on the good partnerships with parents so that they can be more involved in children's learning, both in the pre-school and at home  extend the range of ways used to enhance professional development that increase the potential to deliver the highest-quality provision and excellent outcomes for children.

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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 jointly observed and discussed the teaching and learning activities provided.  The inspector held a meeting with the pre-school manager. She looked at relevant documentation, such as the self-evaluation and evidence of the suitability of staff working in the pre-school.

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Effectiveness of the leadership and management is good

The well-qualified staff understand their joint and individual roles and responsibilities and work well together as a team. They efficiently implement all statutory requirements and meet the needs of all the children. The arrangements for safeguarding are effective. Staff have a thorough understanding of what to do should they have any concerns about children's welfare. Management follow robust recruitment and induction procedures to ensure that staff are suitable to work with children. They are developing effective supervision arrangements to review and monitor staff performance. Staff are increasing their knowledge and skills by completing identified training and conducting relevant research. Regular meetings also provide opportunities for staff to discuss ideas and share good practice. Leaders, managers and staff work closely with parents to identify and set out clear priorities and planned developments. This helps them to focus on areas that will

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Effectiveness of the leadership and management is good

have the most impact on outcomes for children.

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Quality of teaching, learning and assessment is good

Staff have developed their understanding of how to use observations and assessments. They note children's current interests and abilities and plan purposeful learning opportunities that help to move children's learning forward. Staff use their improved knowledge of the different ways that children learn to review the activities and adapt their practice. They effectively ask questions and talk to children in detail about what they are doing. All children actively engage in purposeful activities that encourage them to explore, investigate and regularly try out new ideas. They strengthen their thinking and develop language and communication skills well. Children confidently ask staff for favourite resources and are keen to invite friends and staff to join in their play. Positive partnerships with other professionals or settings which children move on to, such as school, are established. This promotes a collaborative approach and helps children's ongoing progress

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Personal development, behaviour and welfare are good

Children settle well and form secure relationships with key persons. Staff gather important information from parents to help them understand children's likes, dislikes and any specific requirements. The pre-school is bright and welcoming. Children have plenty of space to play and rest and confidently move around the room. A good range of physical activities, both indoors and outside, is a regular feature of their play. Children make lots of choices and develop good social skills as they share, negotiate and take turns. They grow in confidence and become increasingly independent in taking care of themselves. Staff are close by to supervise children as they cut their chosen fruit and pour their own drinks. Children are well behaved. Staff are good role models and motivate children with lots of praise for their efforts and achievements.

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Outcomes for children are good

All children make good progress given their starting points. They are well prepared for the next stage in their learning, and the eventual move on to school.

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Setting details

Unique reference number 253426 Local authority Nottinghamshire Inspection number 1000859 Type of provision Sessional provision Day care type Childcare - Non-Domestic Age range of children 2 - 4 Total number of places 26 Number of children on roll 14 Name of provider Hickling Pre-School Committee Date of previous inspection 3 December 2014 Telephone number 07788932829

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Setting details

Hickling Pre-School was registered in 1967. The pre-school employs six members of childcare staff. Of these, five hold appropriate early years qualifications at level 3. The pre-school opens each weekday during school term time. Sessions are from 9.15am to 12 noon, with a lunch club continuing until 1pm, on Mondays, Thursdays and Fridays. On Tuesdays and Wednesdays sessions run from 9.15am to 3.15pm. The pre-school provides funded early education for three- and four-year-old children.

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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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