Greenlands Pre-school

Greenlands Pre-school Brant Road Church Centre, Brant Road, Lincoln, Lincs, LN5 9AL

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Inspection date

Previous inspection date 23 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

 Children develop strong emotional attachments to friendly staff, who know them very well. They gain a good sense of belonging, and understand and follow familiar routines, for example, selecting their name to show their attendance.  Children learn about the world around them from a wide range of experiences. They try out new foods, listen to stories from around the world and learn simple sign language.  Children's independence is promoted very well. They are effectively supported to manage their own personal needs.  Staff work closely with parents to help them support children's learning at home, helping promote consistency and continuity of care and learning.  The manager has a clear understanding of her legal responsibilities and is committed to the ongoing development of the setting. She values the views of both staff and parents, in order to effectively evaluate practice. She works closely with her local adviser to

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This provision is good

outline clear action plans to lead improvement.

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It is not yet outstanding because:

 Older children are not always able to participate to their full capability when using art and craft materials, particularly during planned activities.  Opportunities for staff to reflect upon their own teaching practices and those of others are not fully successful to share good practice and further develop staff's professional skills.

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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

 enhance opportunities for older children to be able to be more involved with and create their own artwork and representations of the world  build on the existing good systems for the monitoring of staff performance to strengthen and improve the consistency of teaching practice.

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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. 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 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 good

There is a very strong team ethos. The manager and staff work effectively together to reflect on the quality of the provision and make constant improvements. Staff are actively involved in the organisation of the setting and in working towards improving quality. This is achieved through regular supervisions, meetings and by being involved with the detailed improvement plan. The arrangements for safeguarding are effective. Staff attend training that enables them to protect children's welfare. A high staff ratio that is well deployed ensure children are kept safe. Staff work well with other professionals and parents. Parents speak highly of the professionalism of the staff and how well they are kept informed of their children's development.

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Quality of teaching, learning and assessment is good

The quality of staff interaction and teaching is good. Staff are full of fun and enthusiasm, helping keep children interested and motivated to learn. They have a secure knowledge of child development and the needs of children they care for. Staff make good use of the accurate information they obtain from observations to find out what children can do. They carefully track individual children's progress so they can quickly identify any gaps in their learning and seek appropriate support, if necessary. Children's mathematical development is supported well through daily routines and planned activities. Staff discuss with them shape, colour and size constantly. Children also count items and staff extend learning by asking questions about how many more are needed. There are many opportunities for children to practise mark making during the sessions, both indoors and outdoors. Learning is enhanced, as children have real fruit and vegetables in the role-play area and a wide

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Quality of teaching, learning and assessment is good

range of tools to use in the play dough.

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Personal development, behaviour and welfare are good

Staff provide a safe learning environment for the children to play, learn and explore. The key-person system is effective in promoting children's well-being and independence. For example, children self-register, make choices and address their personal needs successfully. Staff set clear boundaries to help children know what is expected of them. Children behave well. Staff use praise effectively to acknowledge positive behaviour. This helps to boost children's confidence. Staff display children's work where possible, contributing to their sense of pride. Children enjoy healthy snacks and have daily opportunities for physical activity. They celebrate various festivals and learn about people's differences.

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Outcomes for children are good

Children make good progress in their learning from their starting points. Interventions for children who need them are swift and targeted. Children learn how to stay safe and use equipment safely. Their mathematical skills are developing well. Children are well prepared for school.

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Setting details

Unique reference number EY479047 Local authority Lincolnshire Inspection number 982357 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 32 Number of children on roll 20 Name of provider Janice Diane Spratt Date of previous inspection Not applicable Telephone number 07903574371

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Setting details

Greenlands Pre-school was registered in 2014. The pre-school employs six members of childcare staff. All staff hold appropriate early years qualifications at level 2 and above. The pre-school opens from Monday to Friday, term time only. Sessions are from 9.15am until 12.15pm. The pre-school provides funded early education for two-, three- and four- year-old children.

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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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