Whisty Pre-School

Whisty Pre-School Whisty Community Centre, Walnut Buildings, Radstock, Bath & N.E. Somerset, BA3 3JL

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Inspection date

Previous inspection date 24 February 2016 Not applicable

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Good 2

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3

Personal development, behaviour and welfare Requires improvement Outcomes for children Good 2

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This provision requires improvement. It is not yet good because:

 The managers do not use effective performance management procedures to monitor and mentor staff regularly, to identify staff training needs further to benefit children.  The managers do not use effective processes to monitor staff's ongoing suitability.  The managers do not consistently promote children's understanding of how to keep themselves safe in the event of an emergency.  At times, staff interrupt children's play and learning with little warning of changes in the routine or activities.  The provider does not evaluate the provision well enough to help identify and address all areas for improvement.

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It has the following strengths

 Overall, staff are skilful educators, who have a good understanding of how children learn and their role in supporting them. Children are keen and enthusiastic learners. They make good progress in their learning and development.  Staff complete regular assessments of children's achievements so that they can plan for their future learning. They plan interesting activities to promote children's individual interests and needs.  Children benefit from regular access to a well-resourced outdoor play space.

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What the setting needs to do to improve further

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

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Due Date

 implement effective and regular performance management systems to provide staff with opportunities to discuss their personal effectiveness and professional development. 11/04/2016

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Due Date

To further improve the quality of the early years provision the provider should:

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Due Date

 implement effective systems to make sure that staff are clear about their responsibility regarding their ongoing suitability.  implement regular emergency evacuation procedures to help all children understand how to keep themselves safe.  give children more warning of changes in activities, routines and play experiences to help them prepare for, and understand, what is expected of them.  strengthen the self-evaluation process to identify and target all areas for improvement.

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Inspection activities

 The inspector observed staff and their interactions with children during play and learning activities, and viewed the play areas and resources.  The inspector held discussions with the managers and spoke with children and staff at appropriate times throughout the inspection.  The inspector sampled a range of documentation, including staff suitability checks, self- evaluation, children's assessment and planning records, and documentation linked to monitoring children's progress.  The inspector took into account the views of parents and carers spoken to on the day.

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Effectiveness of the leadership and management requires improvement

Safeguarding is effective. The managers and staff are knowledgeable about the procedures to take should they have a concern about a child's welfare. Managers follow robust recruitment procedures to ensure staff are suitable at appointment. Overall, managers help new staff to become familiar with their roles and understand their responsibilities. However, there are no systems in place to monitor staff's ongoing suitability. The managers and staff use self-evaluation to identify some areas for improvement. However, they do not implement robust performance management procedures to help staff develop their skills and knowledge further. Nevertheless, the managers monitor children's progress to ensure children are developing well in their learning.

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Quality of teaching, learning and assessment is good

Partnerships with parents are good. Key persons keep parents well informed of their children's progress. Information on children's interests from home is included in planning for their future learning. Staff skilfully follow children's lead in play and extend their learning. For example, children were captivated as they hunted for minibeasts and showed curiosity when they noticed sticky substances on trees. Staff introduced new words, such as 'sap' and 'bark', into children's vocabulary, explaining the meanings clearly. Staff provide many opportunities for children to practise their pre-writing skills. However, they do not always give children time to prepare for changes in their play.

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Personal development, behaviour and welfare require improvement

Children behave well. Staff support the younger children well to share and take turns, and to treat each other with respect. For example, older children include the younger ones in their play. Staff support children to develop social skills, such as sitting together to share snacks and meals. They help children to understand how to keep themselves healthy. For example, staff explain the importance of hand washing before they eat and prepare food. Children have positive relationships with their key persons. This helps to support children's confidence and self-esteem. However, staff do not teach all children what to do in the event of an emergency to help promote their safety.

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Outcomes for children are good

Children make good progress. They show interest in writing their names on their creative work, developing good early writing skills. Children explore activities thoroughly and concentrate for good lengths of time. They are curious and ask questions confidently to support their growing understanding. Children develop a good mathematical understanding. For example, they learnt about concepts such as 'halves' when they sliced a muffin to make two pieces. Children develop confidence in counting in their play. Children gain good skills for their future learning and eventual move to school.

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Setting details

Unique reference number EY477689 Local authority Bath & NE Somerset Inspection number 974918 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 26 Number of children on roll 14 Name of provider Whitelands Springfields & Tyning Community Association Date of previous inspection Not applicable Telephone number 01761 439346

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Setting details

Whisty Pre-School re-registered in 2014. It is run by the trustees of a charity and operates from Whisty Community Centre in Radstock. The pre-school is open Monday, Wednesday and Friday from 9am to 2.30pm during term time only. There are six members of staff, of whom one holds Qualified Teacher Status, three hold a relevant early years qualification at level 3 and two staff are unqualified. The pre-school receives funding for the provision of free early education for children aged two, three and four years.

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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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