Great Eccleston Pre-School

Great Eccleston Pre- School Scout Association, Hall Lane, Great Eccleston, PRESTON, PR3 0XN

p.1

Inspection date

Previous inspection date 21 January 2016 11 December 2012

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

 Children enjoy playing with a wide selection of good quality resources. Activities are based on children's interests and the environment is adapted to support their learning well. This contributes towards children being motivated and able to explore freely.  Staff use comprehensive assessments to evaluate the progress that children make and provide them with the support they need. All children are acquiring the skills they need for future learning and are making good progress from their starting points.  The manager who is also the registered individual has a very good understanding of the Early Years Foundation Stage requirements. Staff have a good understanding of safeguarding and child protection procedures. They support children's growing understanding of how to keep themselves safe and healthy.  The key-person system is good. All staff are clear about their role in helping children form secure emotional attachments. Partnerships with parents and other professionals

p.1

This provision is good

are strong. There is a very effective two-way flow of information. Therefore, children form secure attachments and there is a shared approach to their learning, development and well-being.

p.1

It is not yet outstanding because:

 The provider evaluates and reflects on the practice but does not always identify and make best use of opportunities to extend the good teaching practice even further and raise the quality and consistency of children's learning experiences.  On occasions, some staff do not make the best use of opportunities to extend children's learning.

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

 identify and use opportunities to extend the very good teaching across all staff, in order to strengthen the consistency of the quality of teaching and learning even further  ensure all staff consistently make the most of opportunities to support each child's individual learning.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and outside and assessed the impact this has on children's learning.  The inspector held meetings with the registered individual who is also the manager of the setting.  The inspector conducted a joint observation with the manager.  The inspector checked evidence of the suitability and qualifications of staff working with children, discussed how practice is evaluated and the pre-school's improvement plans.  The inspector looked at children's assessment records and planning documentation.  The inspector took account of the views of parents spoken to on the day of the inspection.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Policies and procedures are understood and implemented well by all staff. A robust recruitment procedure is in place and a thorough induction programme is completed. The highly qualified manager ensures that staff have a secure understanding of how to manage and minimise any risks to children. This is achieved through training opportunities, discussions at staff meetings and supervision sessions. Various systems of self-evaluation help to maintain continuous improvement and outcomes for children. Staff are supported through well-established monitoring and professional supervision. However, evaluation and reflection do not have the exceptional detail required to consistently raise all areas of practice to the highest possible level of quality.

p.3

Quality of teaching, learning and assessment is good

The quality of teaching is good and in some instances, outstanding. Staff promote children's language well in a variety of ways. For example, when staff use show and tell, story time, rhymes and songs to encourage children to talk about their experiences and ideas. They ask very good questions and introduce new vocabulary, contributing towards children's growing confidence in talking to others. Children are well supported to make connections in their learning and use descriptive language effectively to elaborate their ideas. However, at times, some staff do not make the most of opportunities to extend children's learning even further. Staff make accurate assessments of each child's learning. This information is used very well to inform planning that reflects children's individual interests and styles of learning. It is effectively shared with parents and when appropriate, other professionals.

p.3

Personal development, behaviour and welfare are good

Caring and nurturing interactions by staff help children to feel emotionally secure. Children's individual care needs are very well met and their confidence and emotional well- being are effectively supported. There is an atmosphere of mutual respect and trust where staff calmly and consistently communicate their expectations. As a result, children's behaviour is very good. Children are relaxed, happy, kind to each other and eagerly participate. Staff support children's understanding about different people and planned events encourage an awareness of the wider community. Children's independence skills are fostered well. These help them to develop confidence in carrying out simple tasks for themselves. Amongst other things, they help to tidy up and take turns serving each other at snack time. They enjoy nutritious, healthy snacks and have plenty of outdoor play. These contribute to their good health and physical well-being.

p.3

Outcomes for children are good

Children are confident, happy to learn and make good progress in their learning. The manager has a very good understanding of how to prepare children well for their move to school. Children enjoy many opportunities which enhance their skills and knowledge in readiness for the next stage in their learning.

p.3

Setting details

Unique reference number EY447434 Local authority Lancashire Inspection number 1028419 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 30 Number of children on roll 19 Name of provider Great Eccleston Pre-School LLP Date of previous inspection 11 December 2012 Telephone number 07549456344

p.4

Setting details

Great Eccleston Pre-School was registered in 2012. The pre-school employs four members of childcare staff. Of these, three hold appropriate early years qualifications, two at level 3 and the manager holds Qualified Teacher Status. The pre-school opens from Monday to Friday, term time only. Sessions are from 9am until 3pm. The pre-school provides funded early education for two-, 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