Horringer Pre-school

Horringer Pre-school Ickworth Park Children's Centre, Meadow Drive, Horringer, Bury St. Edmunds, Suffolk, IP29 5SB

p.1

Inspection date

Previous inspection date 10 February 2016 11 November 2010

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

 The well-qualified staff have a good understanding of how children learn and develop. They carefully organise the indoor and outdoor learning environment to meet children's individual needs.  Staff form successful partnerships with parents and others. They effectively engage with parents to support children's learning in the pre-school and at home. Staff communicate regularly with other settings that children attend. This helps to ensure that everyone is knowledgeable about how to support children's ongoing progress.  Children are extremely motivated as they play and explore in the highly stimulating outdoor environment. They have good opportunities to develop their physical skills as they use ride-on toys and carefully manoeuvre a wheelbarrow around obstacles.  Staff support disabled children and those with special educational needs well. They work closely with other professionals to put consistent approaches in place. This

p.1

This provision is good

supports children to make good progress in their learning.  Children are happy and enjoy their time at the pre-school. Staff support children to settle well. Children make friends, build relationships and learn how to share and take turns.  Staff are good role models and manage children's behaviour effectively. They are calm and praise children appropriately throughout the session. Children readily go to staff for support when necessary.

p.1

It is not yet outstanding because:

 The monitoring of staff's performance is not yet fully embedded to ensure consistently high-quality supervision.

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

 extend the performance management and monitoring systems further to continue to strengthen and improve on good practice to raise the quality of teaching to the highest level.

p.2

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 spoke with staff and children at appropriate times throughout the inspection.  The inspector completed a joint observation with the pre-school manager.  The inspector held a meeting with the pre-school manager. She looked at relevant documentation, including the pre-school's self-evaluation, records of children's learning and development, a selection of policies and procedures and risk assessments.  The inspector checked the evidence of the suitability and qualifications of staff.  The inspector spoke to a small number of parents during the inspection and took account of their views.

p.2

Effectiveness of the leadership and management is good

The management committee is effectively involved in the running of the pre-school. There is a strong commitment to continuous improvement. The committee monitors and evaluates the pre-school, identifying strengths and areas for development. They seek the views of parents through questionnaires. The arrangements for safeguarding are effective. Staff understand their role in protecting children from harm and are fully aware of what to do should they have any concerns about children's welfare. Rigorous recruitment and induction procedures ensure that all staff are suitable for their role. Staff have a thorough set of policies and procedures to support their good practice. Staff are supported to attend training courses to extend their knowledge and acquire new skills. They use their new knowledge to enhance their practice and improve outcomes for children.

p.3

Quality of teaching, learning and assessment is good

Staff gather information from parents when children first start, in order to support children effectively and to help ensure they settle quickly. They are skilful in following children's interests. Staff get to know children well through regular observations and accurate assessments of what they can do. They then effectively use this information to plan activities that are tailored to children's individual interests. This contributes to the good progress children make. Children are enthusiastic and motivated as they experience an exciting mix of adult-led activities and free play. They enjoy free access to a wide range of toys and resources. Children are imaginative and creative. Staff encourage them to think of their own ideas. They use effective questions to build on what children already know. Children have many opportunities to learn about the diverse world in which they live.

p.3

Personal development, behaviour and welfare are good

Staff creatively display children's artwork around the pre-school. This helps to promote a strong sense of belonging and helps to boost children's self-esteem. Children are familiar with the daily routines, which helps to support their emotional well-being. Staff encourage children to be independent and responsible from an early age. They join in tidying toys away when instructed by staff and help to dry the slide. Children follow good hygiene routines and enjoy sociable snack and mealtimes. Staff offer children a broad range of healthy options at snack times, encouraging them to make positive food choices. Staff support children to be emotionally prepared for their move to school. They work closely with the host primary school to ensure that the move to school is seamless for both children and their parents. Children have good opportunities to become familiar with the school environment and staff. They visit the school regularly and take part in activities

p.3

Personal development, behaviour and welfare are good

with the Reception class children. This helps to develop children's confidence.

p.3

Outcomes for children are good

Children develop key skills in readiness for when they start school. They identify numbers, readily look at books independently and have plentiful opportunities to develop their early writing skills. Children enjoy routine, whole-group activities. They learn to listen to adults and each other and actively take part in conversations. All children make good progress in their learning given their starting points and capabilities.

p.3

Setting details

Unique reference number 251527 Local authority Suffolk Inspection number 854779 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 20 Number of children on roll 51 Name of provider Horringer Pre-School Committee Date of previous inspection 11 November 2010 Telephone number 01284 735181

p.4

Setting details

Horringer Pre-school was established in 1977. The pre-school employs six members of childcare staff. All hold appropriate early years qualifications at level 3 or above. The pre- school opens from Monday to Friday, during term time. Sessions are from 8.45am until 3.30pm. 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.

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