Nunnerywood Pre-school

Nunnerywood Pre-school RONKSWOOD COMMUNITY CENTRE, Canterbury Road, Worcester, WR5 1PJ

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Inspection date

Previous inspection date 16 March 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

 Staff accurately monitor children's progress. They promptly assess children's starting points, continue to check how well children are developing and effectively plan for their future learning needs. Staff usually successfully focus their teaching on promoting each child's next steps for learning and to help them to be effective learners.  Kind, attentive staff calmly reassure and encourage children so they soon get used to pre-school routines, grow in confidence and begin to mix with other children. Staff get to know children well and how they react in new situations. They encourage parents to tell them about their children's characters, interests and backgrounds.  There are positive relationships with parents. Their views about their children's abilities and progress help staff to plan more accurately for children's needs. Parents and staff regularly discuss children's routines, activities, achievements and plans for their future

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This provision is good

learning. Parents appreciate the staff's advice regarding different aspects of their children's care, routines and behaviour.  The provider, manager and staff are enthusiastic and knowledgeable. They work well together to promote children's good health, safety and enjoyment during well-managed routines and sessions. They draw on their considerable expertise and knowledge of the local community to provide prompt well-targeted support for disadvantaged and vulnerable children and their families.

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It is not yet outstanding because:

 Staff do not always successfully sustain younger and less-able children's listening, attention and involvement during free-choice activities.  Children do not always have enough opportunities to use information and communication technology for a range of purposes.

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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

 explore additional ways to minimise distractions and to consistently promote younger and less-able children's listening skills and involvement during free-choice activities  create more opportunities for children to select and use information and communication technology for a range of purposes.

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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 joint observations of two activities with the manager of the pre-school.  The inspector held a meeting with the provider and manager of the pre-school. She also spoke to the staff and children and to the resources manager of the premises where the pre-school is based.  The inspector looked at relevant documentation, including the provider's self-evaluation form, and checked evidence of the suitability of staff working at the pre-school.  The inspector spoke to a small selection of parents during the inspection and took account of their views and of other parents from their written feedback to the provider.

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Effectiveness of the leadership and management is good

The provider, manager and staff astutely monitor all aspects of the pre-school's provision and make well-timed improvements. These include changing the layout and management of indoor activities to create more clearly defined learning areas. Children also benefit from taking part in recently introduced daily focus activities led by their key person. Effective recruitment, staff performance and development procedures ensure all staff are knowledgeable about their work and some of them are very well qualified. Their teaching and care skills are good. Arrangements for safeguarding are effective. The provider, manager and staff have a sound understanding of abuse, neglect and the action to take if they have concerns about a child. They carefully check children's welfare and work conscientiously with families and other agencies to protect vulnerable children.

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Quality of teaching, learning and assessment is good

Staff interact well with children. They help children who lack confidence, who are disabled or have special educational needs to join in and to play with other children. Staff usually adapt their questions, explanations and use of resources to help children to understand and express themselves. Staff follow specific strategies to promote the understanding and communication of children with delayed speech. Children relish the many opportunities to investigate, construct and to be creative. They enjoy exploring different materials, such as, sand, water, ice and dried pasta and make their own sound shakers. Children imaginatively represent their ideas when they act out roles or create different scenarios with small-world toys. When children make models from wooden blocks, staff show them pictures of different buildings and talk about how these were built.

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Personal development, behaviour and welfare are good

Children are well behaved and develop positive relationships. Staff ensure children know what is happening and what is expected of them. They consistently encourage and praise children's sharing, turn taking and cooperative play. Staff also extend children's understanding about the lives and needs of others. Children have visited a local residential home to sing songs, learnt about the work of guide dogs and taken part in a fun fundraising event. Children learn about how to be healthy. They talk about different food, enjoy healthy snacks and increasingly independently manage their self-care. Children relish being active and outdoors. Staff effectively supervise and coach children who confidently and safely climb and balance on the quite challenging physical apparatus.

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Outcomes for children are good

Children make good progress in relation to their starting points. This includes children who have funding, disabled children and those with special educational needs or who speak English as an additional language. Prompt, accurate assessment shows that many children's starting points are below those of other children of their age. The provider, manager and staff work with parents and other agencies to give these children well- targeted support so they make the best possible progress. Children develop the key skills needed for school. They join in, cooperate with others, communicate increasingly effectively and are given a good grounding in early literacy and mathematics.

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Setting details

Unique reference number EY478354 Local authority Worcestershire Inspection number 976925 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 30 Number of children on roll 32 Name of provider Rebecca Jayne Normoyle Date of previous inspection Not applicable Telephone number 07813 937807

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Setting details

Nunnerywood Pre-school registered in 2014. The pre-school employs seven members of childcare staff. Of these, four staff hold appropriate early years qualifications at level 3 or above. The provider has Early Years Professional status and two members of staff have foundation degrees in early years. The pre-school opens from Wednesday to Friday during school term time. Sessions are from 9.30am to 2.30pm. The pre-school provides funded early education for two-, three- and four-year-old children. It supports disabled children and those with special educational needs, and children who speak English as an additional language.

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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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