Little Acorns Pre-School

Little Acorns Pre-School Little Acorns, Coventry Road, Market Harborough, LE16 9BX

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Inspection date

Previous inspection date 11 February 2016 Not applicable

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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

 Staff have an enthusiastic and captivating approach when interacting with children. Children are eager to learn and fully engage in the stimulating and challenging activities that are provided.  Effective deployment of staff and a well-established key-person system help children to form strong, secure, emotional attachments. Consequently, they are emotionally ready for their future learning.  Children have good levels of independence. For example, they are encouraged to help themselves to snack and put on their own coats and shoes.  Children are provided with nutritious snacks and drinks. Staff talk to them about healthy options and the importance of a healthy diet.  Staff have a secure understanding of the signs and symptoms of child abuse. They fully understand the procedure to follow should they have concerns about a child's welfare.  The joint managers effectively evaluate the setting and have accurately identified

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This provision is good

priorities for improvement. All staff show passion and drive to continually improve the quality of the service provided for children and their families.

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It is not yet outstanding because:

 Partnerships with other settings that children attend are not fully effective. Children do not always receive continuity in their care and learning, in order to make the best possible progress.  Children are not provided with many opportunities to explore the similarities and differences between themselves and others.

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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 information sharing with other settings children attend to provide further continuity in their care and learning  provide more opportunities for children to identify and explore the similarities and differences between themselves and others within the pre-school, local community and wider world.

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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 spoke with the pre-school managers throughout the inspection. She 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 looked at feedback provided by parents and took account of their views.

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Effectiveness of the leadership and management is good

The small staff team is experienced and well qualified. They work closely as a team, sharing views to enhance their own professional development. This helps them to continually improve their teaching practice and outcomes for children. The managers are currently introducing further opportunities to share best practice and enhance the quality of teaching to an even higher level. Arrangements for safeguarding are effective. All staff have completed suitability checks and good measures are in place to monitor children's attendance. Staff check the premises for hazards daily and take swift action to minimise any risks. Successful strategies are used to engage parents in their children's learning, both at the pre-school and at home. Staff talk to parents on a daily basis about their children's day and achievements. All children, including disabled children and those with special educational needs, are provided with learning experiences that are tailored to their

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Effectiveness of the leadership and management is good

individual needs. This helps them make good progress in their development.

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Quality of teaching, learning and assessment is good

Staff skilfully interact with children as they play. The quality of teaching is consistently good. Staff effectively build on children's interests. They provide rich, imaginative and varied resources and activities to promote all areas of learning. Staff observe and assess children's development from the outset. Detailed observation, tracking and planning systems are used well. Observations are routinely carried out and planned activities provide a good level of challenge to help children reach their next steps in learning. Action is promptly taken when any gaps are identified in individual children's progress, or in groups of children. For example, activities, such as making superhero costumes from large boxes are introduced to engage boys further in imaginative play. Children develop good manipulative skills while they play with dough. They use cutters and rolling pins competently and make shapes using their fingers and hands.

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Personal development, behaviour and welfare are good

Children behave well. They respond positively to staff's instructions to help tidy away, and take pride in sweeping up paper. Children are keen to show their friends and staff what they have done or made. Their work is displayed, giving them a strong sense of achievement. Staff are positive role models. Children learn to be polite and considerate. They respond well to reminders to share and take turns. Staff encourage children to try new experiences and take manageable risks. For example, children are supported to challenge themselves when balancing along beams. Staff praise their efforts and encourage them to have another go. As a result, children become confident learners.

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Outcomes for children are good

All children, including those in receipt of funding, make good progress in their development. Children develop good communication and language skills. They join in with sound games and name the sounds they hear. They enjoy singing and retelling familiar stories, enhancing their communicating and language development. Children develop a range of key skills that prepares them for the next stage of their learning and their eventual move to school.

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Setting details

Unique reference number EY477492 Local authority Leicestershire Inspection number 981672 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 4 Total number of places 26 Number of children on roll 31 Name of provider Little Acorns Preschool Partnership Date of previous inspection Not applicable Telephone number 07866057446

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Setting details

Little Acorns Pre-School registered in 2014. There are five members of childcare staff. Of these, four hold appropriate early years qualifications at a level 3. The pre-school opens from Monday to Friday during term time only. Sessions are from 9am until 12 noon Monday, Wednesday and Friday, and from 9am until 3.30pm, Tuesday and Thursday. 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.

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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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