Oundle Community Pre-School

Oundle Community Pre- School Fletton House, Glapthorn Road, Oundle, PETERBOROUGH, PE8 4JA

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Inspection date

Previous inspection date 6 January 2016 27 April 2011

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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

 The pre-school committee, manager and staff demonstrate a strong commitment to continuing to develop all aspects of the provision. They evaluate and reflect on their practice with a view to continually developing the service they provide, seeking the views of parents through written feedback and discussion.  Staff have a good understanding of how young children learn and develop. They provide children with interesting experiences and activities which cover all areas of learning and enable them to make choices for themselves.  Children's emotional development is successfully enhanced as they develop secure, trusting relationships with staff.  Staff establish good relationships with parents and other professionals involved in the children's care. This promotes a consistent approach to their care and development. Parents comment positively about the provision.  The manager and staff develop effective links within the local community. Children

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This provision is good

learn about tree frogs during visits to the science centre and they visit the library. They meet people who help them, such as the police and fire service, and enjoy participating in special celebrations, such as Christmas and Diwali.

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It is not yet outstanding because:

 On occasions, children do not have enough time to think about how to respond to questions and comments from the staff and express their own thoughts.  The organisation of small-group times is not always effective in maintaining children's attention and supporting their ongoing development.

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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

 enhance children's opportunities to express their own thought and ideas during activities  review the organisation and effectiveness of small-group activities so that they retain the interest and motivation of all 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 completed a joint observation with the manager.  The inspector held a meeting with the manager and nominated person of the committee. She looked at relevant documentation and evidence of the suitability of committee members and staff working in the pre-school.  The inspector spoke to a selection of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The manager, staff and committee work hard to ensure the welfare and developmental needs of the children are met at all times. They demonstrate a strong team ethos. The manager and staff readily share practice ideas, and their professional development is encouraged through opportunities to attend training and obtain childcare qualifications. This is reflected in the good quality of the care and learning provided. The arrangements for safeguarding are effective. Recruitment and induction procedures are clear. Management ensures that committee and staff members have completed the required Disclosure and Barring Service checks. All staff attend child protection training and have a clear understanding of how to keep children safe. They maintain a safe, secure environment. The manager offers effective support and there is a clear focus on enhancing existing teaching skills to a higher level. She implements effective procedures

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Effectiveness of the leadership and management is good

for assessing and evaluating children's progress. This allows her to see how children develop over time and helps her to address any gaps in their learning in a timely manner.

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Quality of teaching, learning and assessment is good

Children enjoy their time at the pre-school. Staff know the children well and successfully build on their interests as they play. This motivates the children to persist at their chosen activity. For example, children demonstrate determination as they manipulate dough and use tools, such as cutters and knives, with growing precision. Younger children are introduced to new words. For example, staff encourage children to repeat words, such as sticky, open and closed, as they play. Older children are beginning to use language to describe past events and express their needs. Children concentrate and learn to differentiate between shape and size as they build tall structures and houses out of construction materials. They are learning to play cooperatively with their friends as they build train tracks and complete puzzles together.

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Personal development, behaviour and welfare are good

Children are well cared for in this friendly and welcoming environment. They quickly develop close bonds with their key person and other members of staff. Children choose freely from the good range of resources and activities provided and are encouraged to do things for themselves. They are developing their self-care skills and independently select their utensils and food preferences at snack time. Staff act as positive role models and have high expectations for the children's behaviour. From a young age, children are encouraged to show respect and concern for others, share and take turns. Staff boost children's confidence and self-esteem with praise and reassurance. Children demonstrate appropriate hygiene practices and enjoy being physically active in the fresh air. They enthusiastically play games and squeal with excitement when they are chased.

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Outcomes for children are good

Children make good progress from their starting points and participate in enjoyable activities that reflect their interests. They acquire the skills they need and are prepared for their future learning at school.

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Setting details

Unique reference number 220304 Local authority Northamptonshire Inspection number 865869 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 26 Number of children on roll 28 Name of provider Oundle Community Pre-School Committee Date of previous inspection 27 April 2011 Telephone number 01832 273 647

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Setting details

Oundle Community Pre-School was registered in 1992. The pre-school employs six members of childcare staff, all of whom hold appropriate early years qualifications at level 3 or above, including one with Early Years Professional status. The pre-school opens Monday, Tuesday, Wednesday and Friday from 9.15am until 12.15pm, and on a Thursday from 9.15am to 3.15pm, during term time only. The pre-school provides funded early education for two-, 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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