Deepdale Pre School Nursery

Deepdale Pre School Nursery Boston Spa Children's Centre, Deepdale Lane, Boston Spa, Near Leeds, LS23 6EH

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Inspection date

Previous inspection date 18 March 2016 13 June 2011

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This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Good 2

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This inspection: Inadequate 4

Personal development, behaviour and welfare Inadequate 4

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This provision is inadequate

 The provider has failed to notify Ofsted of changes to registered individuals associated with the pre-school.  Partnerships with other providers are not yet robust enough to ensure that comprehensive information is exchanged to support the learning of children attending more than one setting.  Systems for analysing the progress made by different groups of children are still being developed.

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It has the following strengths

 The well-qualified staff team make the most of every opportunity to promote children's learning and development through fun, developmentally appropriate activities. This contributes towards children being motivated and enthusiastic learners.  A caring and sensitive staff team provide a nurturing environment. This helps to give children a strong sense of belonging and promotes their well-being.  Partnerships with parents are effective. Parents are very positive about the nursery. They value the information and support they receive in helping their children to learn.  Staff are deployed well throughout the day to enrich the curriculum and promote children's learning.

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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

 ensure that Ofsted are provided with the necessary information to enable them to carry out suitability checks for members of the childcare committee in a timely manner. 01/04/2016

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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

 enhance links with other settings that children attend to ensure that comprehensive information is shared to support the learning of children  build further on arrangements for comparing the progress made by different groups of children and checking that all groups receive the support they need to increase the potential for them to achieve at the highest-possible levels.

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Inspection activities

 The inspector viewed all areas of the premises used by children including the outdoor environment.  The inspector carried out a joint observation with the manager.  The inspector held a meeting with the manager, and spoke with staff and children at appropriate times during the inspection.  The inspector looked at children's records, the pre-school's self-evaluation, planning documentation, evidence of the suitability of staff working in the provision and a range of other documentation, including policies and procedures.  The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector took account of the views of parents and carers spoken to on the day of inspection.

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Effectiveness of the leadership and management is inadequate

The arrangements for safeguarding are not effective. The provider has failed to notify Ofsted of changes to the childcare committee. This compromises the safety of children. However, recruitment and induction procedures of staff working directly with children are robust. The pre-school has been through many changes in the last two years. The new manager and staff team are striving to improve, to ensure that children make good progress. They have effective systems in place and have identified priorities for improvement. The new manager has systems in place to monitor the quality of teaching and staff's practice, which is consistently high. She reviews their performance and discusses future training during regular supervision sessions. This has a positive impact on the quality of teaching. The manager understands the importance of building partnerships with other professionals. However, the exchange of information about children's learning

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Effectiveness of the leadership and management is inadequate

is not well established with other settings that children attend.

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Quality of teaching, learning and assessment is good

Staff complete regular and accurate assessments of children's learning and development. This information is used to plan meaningful activities to help promote children's development to the next stage in their learning. Systems are in place for tracking children's progress which helps to identify gaps in their development. However, staff do not use this information robustly to check how well different groups of children are doing. Staff effectively maintain children's attention as they retell stories. They engage them in the story and ask questions about the characters. Staff introduce mathematical language to children through everyday activities, songs and rhymes. Young children are supported to make good progress in their communication and language. Staff engage in constant discussion, introduce new vocabulary and model language during their activities.

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Personal development, behaviour and welfare are inadequate

Children's welfare is not assured because not all of the safeguarding and welfare requirements are met. Nevertheless, other aspects of children's welfare are effectively implemented. The environment is stimulating, well resourced and welcoming to children and their families. Children have established positive relationships with staff. This helps to develop their confidence and supports their emotional well-being. Staff use a variety of different opportunities to support children's understanding of a healthy lifestyle. They sensitively remind children to wash their hands and provide them with healthy and nutritious meals and snacks. Children spend lots of time outside, exploring the range of stimulating activities. This has a positive impact on their all-round development and physical well-being.

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Outcomes for children are good

All children are making good progress from their starting points. Children are independent learners. They quickly become independent in managing their own care needs. For example, they serve themselves food and drink at mealtimes. They are well prepared for the next stage in their learning, such as starting school.

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Setting details

Unique reference number EY423045 Local authority Leeds Inspection number 850124 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 22 Number of children on roll 47 Name of provider Deepdale Community Pre School Nursery Committee Date of previous inspection 13 June 2011 Telephone number 07854092616

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Setting details

Deepdale Pre-School Nursery was registered in 2011. The pre-school employs nine members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3 or above. The pre-school opens from Monday to Friday, term time only. Sessions are from 8am until 3pm. During the school holidays the pre-school runs a holiday club with flexible sessions, depending on demand. 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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