Howden Pre-School

Howden Pre-School Church Hall, Off Market Place, Howden, East Riding of Yorkshire, DN14 7BL

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Inspection date

Previous inspection date 15 January 2016 7 July 2009

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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

 All children make good progress in their development. Staff observe and assess what children can do and use the information to good effect. They effectively check children's development over time and promptly identify and address gaps in learning.  Staff interact sensitively with children. They support children very well in following their own interests and provide experiences that they find enjoyable and challenging.  Staff provide a friendly, welcoming and well-resourced environment inside and outside. Children are happy, self-motivated and confidently move around all of the learning areas. Frequent praise and encouragement promotes children's confidence and self- esteem.  The staff work closely with professionals from other agencies when appropriate, to ensure children's individual learning and development needs are met.  The manager, committee and staff use reflective practice to effectively drive forward

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This provision is good

improvements. They have put in place a comprehensive plan which prioritises the pre- school's future developments.

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It is not yet outstanding because:

 The manager identifies the ongoing professional development needs of staff, although not a sharp enough focus is given to additional opportunities for staff, to help raise the quality of teaching to an outstanding level.  Occasionally, staff do not provide sufficient information for children and parents to ensure they have the very best induction into pre-school.

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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

 strengthen the opportunities for staff to receive further support for their professional development, in order to raise the quality of teaching to an outstanding level  review the induction procedures to ensure that children and parents are provided with the very best possible support when they first start.

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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 pre-school manager.  The inspector held a meeting with the manager and provider. She looked at relevant documentation, such as the pre-school's development plan, records of children's learning and development and evidence of the suitability of staff working in the pre- school.  The inspector spoke to a small 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 arrangements for safeguarding are effective. Leaders and staff have a clear understanding of their responsibilities to keep children safe from harm. Comprehensive risk assessments are in place and all staff follow the agreed safe working practices. There is very effective monitoring of all aspects of the provision and of individual children's progress. The experienced and well-qualified staff work as a strong team. Ongoing and reflective evaluation results in continuous improvement in children's learning experiences.

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Quality of teaching, learning and assessment is good

Staff gather information from parents about what their children already know and can do when they enter the pre-school. They use this information and their own observations to plan for individual children's interests and needs. Staff give thought to how they set out resources over a sequence of days, helping children to develop and refine their ideas, and learning over time. Staff are effective in how they engage children. They use different tones of voice to both enthuse and calm the children. Good opportunities are provided to develop children's communication skills. For example, they confidently talk in large or small groups, with their peers, or to adults. Staff support children's mathematical understanding particularly well. For example, they use every opportunity to teach children to count, compare size and measure. Children demonstrate good levels of concentration as they count how many pieces of treasure they have dug up and calculate how many are

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Quality of teaching, learning and assessment is good

still to be found. Parents explain that, when children are settled into the pre-school, they are kept well informed about their children's learning and development. They are invited to share key information about their children's achievements at home and are given ideas to help support children's ongoing learning at home.

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Personal development, behaviour and welfare are good

Staff are sensitive in the way they support children's developing independence. They offer support which is specific to the children's individual needs. For example, staff encourage older children to think about what they need to wear for the weather outside, while younger children are supported to identify their coat peg. Children's future move on to school is effectively managed. The setting works well with the local school to ensure children receive continuity in their care and learning. The behaviour of the children is good and they develop valuable social skills. They know the pre-school's rules and they develop respect for one another and the environment. Children's physical well-being is actively promoted. They spend time outdoors in all weathers. They can confidently use a variety of different resources and equipment to enhance their physical development. Children learn about healthy eating and enjoy nutritious snacks.

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Outcomes for children are good

All children make consistently good progress from their starting points. They are progressing well within the expected range of development for their age. Children are developing key skills, helping prepare them well for the move on to school. Disabled children and those with special educational needs are supported well.

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Setting details

Unique reference number 314652 Local authority East Riding of Yorkshire Inspection number 868248 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 5 Total number of places 20 Number of children on roll 21 Name of provider Howden Playgroup Committee Date of previous inspection 7 July 2009 Telephone number 01430 434769

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Setting details

Howden Pre-School was registered in 1989. The pre-school employs four members of childcare staff. Of these, two hold appropriate early years qualifications at level 3, and one member of staff holds an appropriate qualification at level 4. The pre-school opens term time only. Sessions are from 9.15am until 3.15pm, Monday to Thursday and from 9.15am until 12.15pm on Friday. The pre-school provides funded early education for two-, three- and four-year-old children. They support 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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