Creswick Pre-School

Creswick Pre-School Sir John Newsom Way, Welwyn Garden City, Hertfordshire, AL7 4TP

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Inspection date

Previous inspection date 18 March 2016 11 July 2011

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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

 The pre-school staff have developed exceptionally strong relationships with other professionals. This is a key strength and has led to extremely close working relationships, providing continuity of care and support for children and their families.  The well-qualified staff team provides a warm and nurturing environment to all children and their families. There is a key-person system in place and staff demonstrate a good understanding of the children's needs. Children build very strong bonds with staff and look to them for support when needed. They also have lots of fun taking part in games and activities with the staff.  Children spend prolonged periods of time engaged in activities that capture their interest and curiosity. They make special friendships and enjoy playing games and spending time together. During pretend play children confidently contribute their ideas and build storylines.  Children are encouraged to make lots of decisions about their own learning. This is

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This provision is good

significantly enhanced by the very good organisation of daily routines, toys and resources.

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It is not yet outstanding because:

 Although staff are generally well supported through performance management, the process is not yet robust enough to fully support all staff in raising their level of practice in specific areas of teaching.  The manager and her staff have not fully explored the different ways to share ideas with parents about how they could further support their child's learning at home.

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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

 extend the ongoing professional development so that it is more sharply focused on specific areas of staff practice in order to perfect and enhance their teaching skills even further  explore a range of ways in which to offer parents more ideas and guidance to support their children's learning at home.

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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 manager.  The inspector held discussions with the manager and staff. She looked at relevant documentation, such as self-evaluation and evidence of the suitability of those working in the setting.  The inspector spoke to a small number of parents during the inspection and also took account of parents' views through feedback provided.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. All staff attend regular safeguarding training and three staff members have completed designated person training. This means that they are able to provide support and advice to others when needed. Staff are aware of the possible signs of abuse and know the procedure to follow if they have any concerns. A wide range of views and opinions is taken into account as part of the pre- school's self-evaluation. This is used and monitored by the manager and her deputy to support continuous improvement of the pre-school. Staff are provided with regular training opportunities. The manager and her team track children's development. This enables them to take action to quickly narrow any identified gaps in learning.

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Quality of teaching, learning and assessment is good

Information from parents is used alongside the key-persons' observations to establish children's starting points on entry. Staff use this information to inform individual plan's enabling them to meet children's needs from the start. Staff monitor children's development through regular observations and assessments of their progress. They use this to help them plan challenges that build on children's levels of ability. Children like taking part in an interesting range of adult-led activities and are fascinated to discover the properties of water, foam and colouring. Staff talk to children about what they are doing helping them to think though their ideas. Young children enjoy listening to stories. They are encouraged to learn about and identify numerals. The children join in enthusiastically counting the pictures on each page.

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Personal development, behaviour and welfare are good

Children in the pre-school behave well. Staff speak to them calmly and, when needed, give them gentle reminders about what is acceptable behaviour. Children delight in the praise given to them and are also able to recognise their own achievements. For example, they clap and smile after successfully fitting a number of puzzle pieces into a tray. Children can choose to play outdoors in the fresh air at any time. They learn about how their body works helping them understand how to stay healthy. For example, older children know that they are hot after running because their blood is pumping faster. Children use the toilet independently and most wash their hands without prompting. Older children understand that if they do not they will get germs. Children help themselves to fresh water and enjoy a balanced range of snacks during the session.

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Outcomes for children are good

All children make good progress in their learning. This means that they gain the skills needed to make sure that they are well prepared for their next stage in learning or future move on to school. Children enjoy spending time in the pre-school and move around the extremely well-resourced indoor and outdoor areas with purpose. They develop physical skills as they learn how to use a pipette, using it to collect liquid colouring, which they squirt into their container. Older children show good physical skills as they learn how to develop greater control over their movements. For example, they concentrate very hard and show great determination as they work out how to climb a rope ladder.

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Setting details

Unique reference number EY416035 Local authority Hertfordshire Inspection number 850046 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 28 Number of children on roll 56 Name of provider Creswick Playgroup Committee Date of previous inspection 11 July 2011 Telephone number 01707323038

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Setting details

Creswick Pre-School opened over 25 years ago. The pre-school employs seven members of childcare staff. Six staff hold appropriate early years qualifications at level 2 and above. The pre-school opens Monday to Friday from 9am until 11.30am or 12 noon. The afternoon sessions run from 1pm until 3.30pm or 4pm, term time only. 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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