Digby Village Pre School

Digby Village Preschool Digby C of E School, Church Street, Digby, LINCOLN, LN4 3LZ

p.1

Inspection date

Previous inspection date 10 December 2015 9 May 2014

p.1

This inspection: Good 2

Previous inspection: Requires Improvement

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The management committee and the new practitioner team have worked very hard to successfully address the areas for improvement identified at the last inspection.  Teaching in the pre-school is good. Practitioners build on children's interests when planning activities and organise the learning environment to enthuse them. Children make good progress in their learning.  The partnership with parents is very good. Parents speak highly of the provision and of all the changes that have been made. Practitioners provide parents with ideas of how to extend their children's learning at home and consult with them regularly regarding their progress.  Children are happy and confident at the pre-school. They form strong attachments to the practitioners and other children. This provides the secure base they need to happily explore and become independent.  Practitioners have developed strong links with the host school. They use this

p.1

This provision is good

partnership well to help prepare children as they move on to their next stage of learning.  Practitioners have worked hard on raising children's awareness of healthy eating. They now have a daily 'healthy helper' who assists with the preparation of snack. This helps children learn about a healthy lifestyle in a more personal way.

p.1

It is not yet outstanding because:

 Information about children's development is not always used to best effect in focusing on how to raise their achievements to outstanding levels.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 strengthen the ways in which children's progress is monitored; plan their next steps in learning more precisely and help children to achieve at the highest levels.

p.2

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 completed a joint observation with the pre-school manager.  The inspector held a meeting with the headteacher, pre-school manager and members of the committee. She looked at relevant documentation, such as the pre-school's self- evaluation and evidence of the suitability of practitioners working in the setting.  The inspector spoke to a small selection of parents during the inspection and took account of their views.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Practitioners are alert to the signs of abuse and understand the procedures to report concerns. Recruitment and induction procedures are secure. Supervisions and observations of practitioners' practice help to ensure they remain suitable for their role and develop their skills. Practitioners are supported to achieve higher qualifications and to develop their knowledge through attending training courses. As a result, children benefit from improved experiences delivered by the qualified and experienced team. The management committee has attended training to increase understanding of it's roles and responsibilities. It closely monitors practitioners and their practice. The management committee and practitioners are very ambitious and have very high expectations in providing the best for the children. Parents' views are regularly sought regarding improvements to the setting. The

p.3

Effectiveness of the leadership and management is good

management committee and practitioners use self-evaluation well to identify the strengths and weaknesses of the setting and to drive improvement.

p.3

Quality of teaching, learning and assessment is good

Practitioners provide learning experiences that allow them to use a range of teaching strategies. They successfully motivate children to get involved, encourage them to listen carefully and allow them time to think. Practitioners know children and their families very well. They collect information from parents about what children can do before they start at the setting and continue to discuss their learning regularly. Children enjoy stimulating indoor and outdoor play. Practitioners interact well with the children. They use skilful questions to help promote children's communication and language. Children show good levels of concentration and focus during play and group activities. Practitioners promote children's personal, social and emotional development effectively. Children develop their independence and confidence, and they enjoy making choices about their play. Children improve their literacy skills. For example, they listen attentively to stories and are eager to

p.3

Personal development, behaviour and welfare are good

An effective key-person system ensures that children's individual care needs are met and that relationships between practitioners and parents are good and productive. Practitioners are particularly skilful at helping children manage their feelings and behaviour. They patiently and consistently show children how to talk kindly to each other and tolerate their differences. Children learn to value and celebrate different cultural and religious festivals. For example, they have recently celebrated Thanksgiving. Children are beginning to be independent in meeting their own needs. Practitioners encourage children to do things for themselves. For example, children put on their coats for outdoor play.

p.3

Outcomes for children are good

All children make consistently good progress from their starting points. They are well motivated and keen to learn. They develop problem-solving skills and learn to be independent. Children are well prepared for the next stage in their learning, including their move on to school.

p.3

Setting details

Unique reference number EY339775 Local authority Lincolnshire Inspection number 1029650 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 20 Number of children on roll 19 Name of provider Digby Village Preschool Committee Date of previous inspection 9 May 2014 Telephone number 07521009647

p.4

Setting details

Digby Village Preschool has been operating for many years and re-registered in 2006. It is run by a volunteer management committee. The pre-school employs three childcare practitioners. Of these, one holds an appropriate early years qualification at level 4 and two have level 3. The pre-school is open during term time. Session are on Monday from 8.45am until 12 noon, and Tuesday, Wednesday and Thursday from 8.45am until 3pm. The pre-school provides funded early education for three- and four-year-old children.

p.4

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.

p.4

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.

p.4

Setting details

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Setting details

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Setting details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5