Ampthill Pre- school (Jack and Jill)

Ampthill Pre- school (Jack and Jill) Old Social Centre, Houghton Close, AMPTHILL, Bedfordshire, MK45 2TG

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Inspection date

Previous inspection date 9 November 2015 29 June 2010

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This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Inadequate 4

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This inspection: Inadequate 4

Personal development, behaviour and welfare Inadequate 4

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This provision is inadequate

 Staff do not maintain professional development regarding safeguarding awareness. They are unaware of changes to legislation that affect their work with children.  Tracking of children's progress is varied. A lack of clear starting points and inconsistent reflection on their progress means that staff are not fully aware of how to support children's learning.  Staff do not always have good knowledge of children's abilities. Teaching is not well matched to their needs to help them to make progress relevant to their individual abilities.  Partnerships with parents are not well established. They are not actively included in children's learning in order to support their progress at home and share children's achievements with staff.  Staff do not always use positive ways to promote good manners and help children to learn how to behave. Children's self-esteem and confidence are not promoted well at all times.

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This provision is inadequate

 Children have little choice over the daily routine and the activities that they engage in.

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It has the following strengths

 Some activities are interesting for children and promote their physical skills.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage and the Childcare Register the provider must:

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Due Date

 improve understanding of safeguarding issues so that staff remain vigilant and alert to all possible causes of concern about children's welfare 04/01/2016

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Due Date

 implement an effective method of observing, assessing and tracking children's development to identify next steps in learning and plan for their individual needs 04/01/2016

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Due Date

 improve the quality and consistency of teaching so that it is relevant to children's individual abilities and that they are provided with sufficient choice to help them to make good progress 04/01/2016

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Due Date

 ensure that parents are given opportunities to contribute towards children's learning and development, including establishing children's starting points when they begin at the pre-school 04/01/2016

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Due Date

 ensure that staff always use positive methods to promote children's good behaviour. 07/12/2015

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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 pre-school manager and chair-person of the committee, and looked at relevant documentation, such as the pre-school's self- evaluation 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 inadequate

Arrangements for safeguarding children are ineffective. Staff are well qualified but have not maintained a programme of professional development. They do not understand their safeguarding responsibilities in light of new legislation. Staff and committee members are checked to confirm their suitability to work with children. Parents are not invited to contribute towards their children's learning. They do not consistently share information about children's starting points. Parents are not kept informed of children's progress and staff do not use their discussions with them to inform their assessments. Recommendations from the previous inspection have not been suitably addressed. The committee who lead the pre-school are motivated to make improvements and have a good understanding of requirements. However, plans for improvement have not been put into place and staff do not address weaknesses. The manager supervises staff's work but does

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Effectiveness of the leadership and management is inadequate

not recognise or tackle under performance and no action is taken to drive up standards. Committee members are establishing communication with other settings to develop working relationships. Professionals attend the setting to support disabled children and those with special educational needs.

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Quality of teaching, learning and assessment is inadequate

Teaching and learning are inconsistent. Staff plan in detail for some older children but planning for younger children is less effective. Some staff do not recognise when children exceed expectations for their age and, consequently, do not provide them with sufficient challenge. The arrangements for assessing children's progress are disorganised and starting points are unclear. Some staff lack high ambition for children. They underestimate children's achievements and abilities. As a result, some children are not making expected progress for their age and staff do not target these areas to ensure that gaps in learning are closing. Support for disabled children and those with special educational needs is effective. Staff provide good levels of support and work with professionals to develop individual plans for children's learning. Staff provide some support for children to develop their communication and language skills, but this is inconsistent.

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Personal development, behaviour and welfare are inadequate

Staff do not always use supportive and positive methods for managing children's behaviour. Staff encourage children to say please and thank you. However, their threats to not give children a snack unless they say thank you leaves some children confused. This negatively affects their self-esteem and confidence as they settle at the pre-school. Children often have little choice over their daily routine. They are overly organised by staff and are not regularly encouraged to make independent choices about what, when and where they play. Children benefit from fresh air and exercise as they play outdoors on climbing frames. They learn about safety as they use hammers and small tacks with adult support.

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Outcomes for children are inadequate

Staff's lack of understanding of children's individual needs, poor quality assessment and variable quality of teaching has a negative impact upon children's learning. Action to address areas where children do not meet expected levels of development is not swift. Staff do not consistently support children's basic skills to develop their readiness for starting school.

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Setting details

Unique reference number 219119 Local authority Central Bedfordshire Inspection number 865777 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 34 Name of provider Ampthill Pre-School (Jack & Jill) Committee Date of previous inspection 29 June 2010 Telephone number 01525 840108

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Setting details

Ampthill Pre-school (Jack and Jill) was registered in 1992. The pre-school employs eight members of childcare staff. Of these, all hold appropriate early years qualifications at level 2 and above. The pre-school opens from Monday to Friday all year round. Sessions are from 9am until 12 noon and 12.15pm until 3.15pm. The pre-school provides funded early education for two-, three- and four-year-old children. The pre-school cares for a number of 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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