Rowhill Community Preschool

Rowhill Community Preschool Church of the Ascension, Ayling Hill, Aldershot, Hampshire, GU11 3LL

p.1

Inspection date

Previous inspection date 10 March 2016 19 March 2015

p.1

This inspection: Good 2

Previous inspection: Requires Improvement

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

 Actions taken to improve the quality of the pre-school have been concerted and effective. The chairperson of the committee and the manager of the setting work together well.  The well-established staff team are kind and caring. Support for children's emotional well-being is strong.  The quality of teaching has improved. Staff have taken many opportunities to develop their understanding of how children learn. They have welcomed the effective support provided by the local authority to develop their practice.  Children can readily access a wide range of exciting resources, both inside and outdoors.  Parents speak highly of the pre-school and the approachable and supportive staff team.  Children generally make good progress and are well-prepared for school. The staff work closely with other agencies to support children that may need additional help.

p.1

It is not yet outstanding because:

 Although staff have regular meetings with the manager, there are no formal arrangements in place to monitor staff's performance.  Careful checks by the manager have identified that boys are not achieving as well as girls in developing their early writing. However, the pre-school's plans to address this difference are still in the early stages of development.

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

 use supervision meetings effectively to develop and monitor the quality of teaching so that it is consistently of a very high quality  improve the provision for boys mark-making to ensure they develop the skills they need for early writing in readiness for school.

p.2

Inspection activities

 The inspector spoke to some parents and took their views into account.  The inspector observed teaching and children's learning both inside the pre-school hall and outdoors.  The inspector spoke to children and members of staff at appropriate times throughout the inspection.  The inspector carried out a joint observation with the pre-school manager.  The inspector held meetings with the chairperson of the pre-school committee and the manager.  The inspector spoke to the early years advisory teacher from the local authority who has been supporting the pre-school.  The inspector sampled a range of documentation including policies and procedures, staff suitability records and folders of children's learning and development.

p.2

Effectiveness of the leadership and management is good

The pre-school has continued to improve in quality despite some real challenges since the last inspection. The leadership team has a clear understanding of the strengths and weaknesses of the provision and is rightly proud of the changes that have been achieved. The manager has benefitted from leadership training and has used the skills she has gained effectively. She has delegated responsibility for certain aspects of the provision to staff members. This has led to real improvements in the layout of the hall; children now readily access a range of different areas that provide a stimulating and comfortable environment in which to play and learn. Arrangements for safeguarding are effective. Staff understand their role in preventing children being drawn into significant harm or extreme behaviour. They demonstrate a sound knowledge of what to do if there are concerns about a child.

p.3

Quality of teaching, learning and assessment is good

The staff provide a broad curriculum for the children to enjoy. Activities are based on what children are interested in and need to learn next. Staff have used the learning from recent training to enhance the activities available to children. Play areas for children are now thoughtfully planned and offer better opportunities for children to explore and investigate. For example, the role play kitchen now includes real crockery and vegetables. More space is provided for children to build, create and use their imaginations. Children access a wide range of everyday objects such as cardboard boxes and scarves, which sustain their interest well. The staff interact well with the children and ask them questions that challenge their thinking, for example, when children are mixing paint colours. The setting is making good use of additional funding to meet individual children's needs.

p.3

Personal development, behaviour and welfare are good

Children arrive happily and settle quickly into their play. Staff provide strong support for children's personal, social and emotional development. They build secure relationships with staff. This enables children to talk and explore their feelings and develop their confidence. Children generally behave well; they are learning to take turns and share, for example, when playing age-appropriate games on the pre-school's tablet. Children's safety is given high priority. They are secure when in the pre-school and regular checks are carried out to ensure the premises are safe. Children's attendance is closely monitored.

p.3

Outcomes for children are good

Children develop the skills they need for school. They concentrate well because activities now provide a good level of challenge. For example, some spend long periods exploring the sensory bath that is filled with a wide range of items, such as red glass hearts, scented bags and pink feathers. They sit and listen well at circle time and join in enthusiastically with familiar stories and songs. Older children are encouraged to develop their independence well. For example, during craft activities they choose and find their own resources; they pump out their paint, cut their own sticky tape and use glue sticks. They use their imaginations well and take pride in what they have created. They readily approach adults for help when needed.

p.3

Setting details

Unique reference number 507918 Local authority Hampshire Inspection number 1037535 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 5 Total number of places 42 Number of children on roll 25 Name of provider Rowhill Pre-School Committee Date of previous inspection 19 March 2015 Telephone number 07743714215 or 07743714486

p.4

Setting details

Rowhill Community Pre-School registered in 1978. It is open from 9.30am to 12.30pm on a Monday, Wednesday and Friday and from 9.30am to 3.30pm on a Tuesday and Thursday, term time only. There are six members of staff and all hold relevant childcare qualifications equivalent to a level 3. One holds a relevant level 5 qualification.

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