Stock Pre-School

Stock Pre-School Dakyn Drive, Stock, INGATESTONE, Essex, CM4 9TB

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Inspection date

Previous inspection date 24 November 2015 16 March 2010

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Good 2

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3

Personal development, behaviour and welfare Good 2

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This provision requires improvement. It is not yet good because:

 The registered body has failed to notify Ofsted of a change to the members of the committee, in order for the necessary checks to be undertaken.  There are times when staff do not accurately use their observations to ensure that they have a precise understanding of where children need support, in order to make even better progress.  The environment is sometimes too noisy to enable children to build successfully on their listening and attention skills.

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It has the following strengths

 Staff successfully engage with parents and other professionals. The regular exchange of valuable information between all parties helps to ensure a collaborative approach to children's care and learning.  Staff interact skilfully with children during activities, questioning, explaining and role- modelling language, in order to support their communication development. Children speak confidently with each other and staff.  Leaders continually monitor the quality of teaching and the educational programmes to identify strengths and areas to improve. This drives forward improvement to benefit children. Children of all ages make good progress from their starting points, including those for whom the setting receives additional funding.  Children are very happy and confident in the setting. They have strong relationships with their key persons, who ensure that children's emotional well-being is promoted.

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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

 make even better use of observations, in order to make exact assessments and plan activities that actively support all children to make better than good progress  build upon existing methods to support children's good behaviour, listening and attention skills to enable all of them to participate fully in their learning.

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Inspection activities

 The inspector held discussions with leaders at appropriate times during the inspection and in a scheduled meeting.  The inspector took account of the views of children, staff and parents spoken to on the day of the inspection and of the manager's self-evaluation.  The inspector completed a joint observation with the nursery manager.  The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector sampled relevant documentation, including staff suitability records and children's observation, assessment and planning records.

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Effectiveness of the leadership and management requires improvement

The registered body has failed to notify Ofsted of recent changes to committee members. However, Disclosure and Barring Service checks have been completed to verify that these people are suitable to be in their role. The arrangements for safeguarding are effective. Staff are knowledgeable about safeguarding procedures. They understand how to recognise and react to any signs of abuse or neglect. As a result, children's safety and welfare are promoted well. The manager and staff form a stable, well-qualified and hard- working team. A nominated coordinator positively leads the setting in its support for disabled children and those with special educational needs. The manager is an effective leader. She demonstrates a clear commitment to ongoing improvement. The systems for self-evaluation successfully include the opinions of staff, parents and children.

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Quality of teaching, learning and assessment is good

Partnerships with parents are very good. Parents praise the setting's communication. Staff work closely with parents when children first start in the setting to quickly establish their interests and abilities. Staff make observations of children's play and identify their next steps in learning. However, staff do not always use their observations of children most effectively to assess and plan precisely for their next steps in learning. This means that sometimes opportunities to support some children to make even better progress are missed. Staff are knowledgeable about how children learn and skilfully interact with them to extend their learning as they play. Staff model conversation and ask a range of questions to help children express their thoughts and ideas. Children benefit from opportunities to learn about their local and wider communities. The pre-school has made links with a missionary in Africa and children learn about the people there.

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Personal development, behaviour and welfare are good

The environment is well resourced and organised. All staff plan a good range of stimulating learning experiences and activities that interest children. Children follow their own ideas in combining resources and are well motivated to play, explore and learn. Staff have introduced a number of strategies to help children to behave well and communicate appropriately. They encourage children to use 'inside voices' and apply the pre-school rules. However, staff do not always make sure that the environment is quiet enough to allow children to listen and pay full attention. Staff provide healthy drinks and snacks and ensure that children learn good hygiene routines. This helps children to be healthy.

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Outcomes for children are good

Children are making good progress as they reach and in some areas exceed typical levels of development for their age. Staff plan group times that support children to develop early literacy skills very effectively. All children show good levels of independence and are becoming self-confident learners. This supports them in their readiness for school.

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Setting details

Unique reference number EY395027 Local authority Essex Inspection number 849869 Type of provision Full-time provision Day care type Childcare - Non-Domestic Age range of children 2 - 4 Total number of places 26 Number of children on roll 47 Name of provider Stock Pre-School Date of previous inspection 16 March 2010 Telephone number 07939904295

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Setting details

Stock Pre-School was registered in 2009. The pre-school employs 10 members of staff. Of these, six hold relevant qualifications at level 3 or above. The pre-school opens from Monday to Friday, term time only. Sessions are from 8.45am until 3.15pm. The pre-school provides funded early education for two-, three- and four-year-old children. The pre- school 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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