Mattishall Pre School

Mattishall Pre School c/o Mattishall Primary School, Dereham Road, Mattishall, Dereham, Norfolk, NR20 3AA

p.1

Inspection date

Previous inspection date 24 February 2016 24 March 2011

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 quality of teaching is good. Staff carefully plan a wide range of activities and experiences that supports children's development across all areas of learning. They demonstrate, provide explanations and talk to children during their play, helping them to develop new skills quickly.  Staff know children's learning and development needs well. They make regular assessments of children's abilities that quickly identify areas where they need some extra support. This helps to ensure that all children make good progress and are well prepared for later learning at school.  Staff encourage parents to be involved in their children's learning and contribute to assessments. This helps staff to accurately identify children's learning needs and plan effectively for the next stage in their learning.  The key-person system is effective and helps children to settle quickly. Staff work closely with parents and learn about children's needs and preferences before they begin

p.1

This provision is good

to attend. This helps them meet children's needs effectively from the outset.  Relationships with other providers and professionals are well established. They share information about children's care and learning which helps to provide continuity and further support their progress.

p.1

It is not yet outstanding because:

 Children's developing creativity and imaginative skills are not consistently promoted. Occasionally, staff give children too much direction during art and craft activities.  Staff actively incorporate children's home languages in the pre-school. However, they have not yet fully developed ways to explore cultures and beliefs that are important to some children and their families, and those of the wider world.

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

 provide children with more consistent opportunities to be freely creative and to explore and investigate independently  provide more opportunities for children to explore and understand the cultures and beliefs of people in their own community and the wider world.

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 completed a joint observation with the pre-school manager.  The inspector held a meeting with the pre-school manager and provider. She looked at relevant documentation, such as the 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.

p.2

Effectiveness of the leadership and management is good

The manager reviews the provision regularly and involves parents and staff in this process. She makes clear plans for ongoing developments that help to improve outcomes for children. Arrangements for safeguarding are effective. Staff have a clear understanding of what to do if they have a concern about a child. Parents are very happy with the quality of care and the manager is looking at even more creative ways to work in partnership with them. Some staff are well qualified and others are currently working towards a childcare qualification. The manager supports them effectively and they work together to identify opportunities for further professional development. This helps to build on their current knowledge and skills, and continuously strengthen the good standard of teaching.

p.3

Quality of teaching, learning and assessment is good

Staff have a good understanding of how children learn and develop through play. They observe them to identify what they can already do and need to learn next. They plan challenging and enjoyable activities that appeal to children's interests and individual learning styles, helping them to be motivated and keen to learn new skills. Children have lots of opportunities to practise their early mathematical skills. For example, they learn about shape, size and numbers as they measure the towers they build with bricks in the garden. Staff listen attentively to children, introduce new vocabulary and ask skilful questions that encourage them to think and solve problems. This helps to support children's communication and language development effectively.

p.3

Personal development, behaviour and welfare are good

Children demonstrate that they feel safe and happy in the pre-school. Staff are enthusiastic and clearly enjoy the company of children. Their interactions with children are very positive and they offer an abundance of attention and praise. This helps to successfully promote children's emotional well-being and they feel safe and valued. Staff have a consistent approach to managing children's behaviour. Children respond well and learn to understand the needs and feelings of others. Staff support children's physical development and well-being effectively. They get fresh air and exercise as they ride bikes and scooters and climb outdoors. Children learn about healthy eating as they discuss the benefits of fruit and vegetables while feeding the pet rabbit. Staff teach children to complete simple tasks, such as washing their hands and putting on their coats. This helps to encourage their developing independence in preparation for school.

p.3

Outcomes for children are good

Children are enthusiastic and confident learners. For example, they happily select their own activities, lead their own learning and work cooperatively with other children. Most children are achieving the typical levels of development for their age and all make good progress in their learning, including those who speak English as an additional language. The manager uses Early Years Pupil Premium funding to provide one-to-one support for those children who are not reaching the range of development typical for their age. This helps them to make more rapid progress and catch up quickly in readiness for later learning in school.

p.3

Setting details

Unique reference number 254173 Local authority Norfolk Inspection number 854849 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 26 Number of children on roll 31 Name of provider Mattishall Pre-School Committee Date of previous inspection 24 March 2011 Telephone number 01362 858723

p.4

Setting details

Mattishall Pre School was registered in 1973. The pre-school employs five members of childcare staff. Of these, two hold appropriate early years qualifications at level 3 or above. The pre-school opens from 9am to 3pm Monday to Thursday, and 9am to 1pm on Fridays during term time only. The pre-school provides funded early education for two-, three- and four-year-old children. The pre-school supports children who speak English as an additional language.

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