Sleaford Methodist Pre-school

Sleaford Methodist Pre- school Church Hall, Church Lane, SLEAFORD, Lincolnshire, NG34 7EL

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Inspection date

Previous inspection date 4 February 2016 23 February 2015

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This inspection: Good 2

Previous inspection: Requires Improvement

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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

 Since the last inspection, the manager and staff have worked well to raise the quality of the pre-school and to sustain improvements. Self-evaluation is robust and takes account of strengths and areas for further development.  Well-qualified staff are skilled at observing children while they play. Staff make accurate assessments of children's achievements to plan effectively for the next steps in their learning. The managers consistently monitor the progress of groups of children and implement a wide range of timely strategies to ensure gaps are closing.  Children show their understanding of a wide range of situations during role play. They demonstrate a good awareness of dangers and how to keep safe by avoiding these.  Children are happy in the pre-school and play well with others. They are well behaved and show that they have regard for the needs of others by sharing resources.  Partnerships with parents are very strong. Staff consistently provide progress reports

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This provision is good

about children's learning. They work closely with parents to follow guidance from other professionals to ensure children's learning and care are well promoted. Parents praise the manager and staff considerably for the high levels of support they receive.

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It is not yet outstanding because:

 Staff do not adapt small-group activities sufficiently to ensure all children are fully engaged.  Children do not have enough opportunities to explore and develop their skills sufficiently during different types of outside play.

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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

 review small-group activities and adapt these to ensure all children are fully engaged  provide more opportunities for children to develop their exploratory and coordination skills during outside play.

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Inspection activities

 The inspector had a tour of the premises with the manager.  The inspector observed teaching and learning activities indoors and outside.  The inspector carried out joint observations with the deputy manager.  The inspector looked at a sample of policies, children's assessment records and planning documentation.  The inspector reviewed evidence of the suitability and qualifications of staff working with children and the pre-school's self-evaluation form.  The inspector took account of the views of staff, parents and children spoken to on the day of inspection.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff discuss child protection procedures and other safeguarding matters regularly at team meetings to ensure they are well informed and keep up with changes. The manager consistently monitors all aspects of the pre-school provision, including staff's teaching. She gives feedback that helps them to raise the quality of teaching and make improvements that enable children to make good progress. All actions and recommendations from the last inspection are met and effectively addressed. The manager and staff work well with other providers to maintain continuity in children's learning and development.

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Quality of teaching, learning and assessment is good

Children make good progress from their starting points because the experienced staff provide stimulating activities across all areas of learning. Staff support children's learning competently with lots of questioning and by joining in with their play as appropriate. Children develop good skills in solving problems as they look for items hidden in soil. They compare big and little objects and place these together. Staff model words, such as shiny, to extend children's vocabulary. They keenly observe emerging interests and recognise when children need higher levels of stimulation. For example, staff provide water play outside, which children enjoy. However, the equipment does not support them to practise their coordination skills, specifically in filling and emptying. Staff provide good levels of challenge for all children. This helps disabled children and those with special educational needs to try new activities as others do. Older children learn to write their names and all

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Quality of teaching, learning and assessment is good

children, including younger children, are encouraged to join in with counting during circle time for large groups. Sometimes, staff do not manage small-group activities effectively enough to ensure all children participate fully. Staff maintain good interaction with children throughout activities and motivate them with lots of praise.

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Personal development, behaviour and welfare are good

Children have a real sense of belonging in the pre-school because staff are very sensitive to their individual needs. Staff are committed to supporting each child so that they form very strong relationships with key persons. They develop good levels of confidence because staff consistently acknowledge their efforts with lots of praise. This raises children's self-esteem and they are self-assured when they make choices, including healthy options for snack. Children play in the fresh air daily. Staff are effectively deployed to supervise children during all activities so that their welfare is thoroughly promoted.

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Outcomes for children are good

All children make good progress in their learning. Children develop the essential skills they need for their future learning. For example, they develop good independence skills as they put on coats before going outside.

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Setting details

Unique reference number 253601 Local authority Lincolnshire Inspection number 1007966 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 43 Name of provider Sleaford Methodist Pre-School Committee Date of previous inspection 23 February 2015 Telephone number 01529306977

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Setting details

Sleaford Methodist Pre-school was registered in 1973. The pre-school employs six members of childcare staff. All hold appropriate early years qualifications at level 3, 5 or 6, including one with an early years teaching qualification. The pre-school opens from 9am to 12pm, Monday to Friday and from 12.45pm to 3.45pm from Monday to Thursday. It is open during term time only. The pre-school provides funded early education for two-, three- and four-year-old children. It supports disabled children and those with special educational needs. The pre-school also offers care to children who speak English as an additional language. The pre-school has links with the local children's centre and local schools.

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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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