The Ashbeach Ladybirds Pre-school

The Ashbeach Ladybirds Pre-school The Barn, Ashbeach School, Ashbeach Drove, Ramsey St. Marys, HUNTINGDON, Cambridgeshire, PE26 2TG

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Inspection date

Previous inspection date 22 March 2016 25 November 2011

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Staff do not continually use the information gained from observations and assessments to plan meaningful and challenging learning experiences for individual children. Children are not consistently motivated to engage in purposeful play and are not effectively supported to make the best possible progress.  Staff supervision arrangements and strategies to monitor the quality of teaching do not ensure that all children are provided with good quality learning opportunities.  Systems to fully involve all parents in their child's early education are not always successful.  New self-evaluation procedures lack rigour and do not yet include the views of staff, parents, children or other professionals that access the pre-school. That said, the provider is keen to improve the provision.

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It has the following strengths

 Successful settling-in procedures support staff to ensure that children feel emotionally secure during times of change, such as when they join the pre-school and move on to school.  Children demonstrate that they feel happy and secure in the pre-school. They build strong relationships with the caring staff.

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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 information from observations and assessments is used consistently and effectively to plan purposeful and challenging activities that are precisely matched to children's individual learning needs so that they make the best possible progress 22/09/2016

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Due Date

 ensure arrangements for evaluating staffs' teaching practice consistently raise the quality of teaching and outcomes for children. 25/07/2016

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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

 improve systems to exchange information with all parents that enhance children's learning and development and support parents to guide their children's learning at home  implement effective methods for reviewing and evaluating the provision that continually improve practice.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector spoke with staff and children at appropriate times during the inspection.  The inspector completed a joint observation with the manager.  The inspector held a meeting with the nominated person and manager. She looked at relevant documentation, such as evidence of the suitability of staff working in the pre- school.  The inspector spoke to a number of parents and carers during the inspection and took account of their views.

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Effectiveness of the leadership and management requires improvement

The new manager demonstrates an adequate understanding of her role and responsibility to teach children and keep them safe. However, the provider has not considered the impact of the additional duties on the manager's day-to-day role. This has resulted in irregular supervision of staff and inconsistency in the quality of teaching and planning. All staff regularly update their understanding and skills. However, this knowledge is not always evident in practice, affecting the level of progress children make. Systems for identifying strengths and weaknesses in the provision do not drive improvements effectively or incorporate the views of others. The arrangements for safeguarding are effective. Staff understand the procedures to follow should they have a concern about a child in their care.

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Quality of teaching, learning and assessment requires improvement

The quality of teaching is inconsistent and lacks focus to support children to make the best progress. Staff do not always use observations and assessments to plan purposeful activities to motivate children to learn or offer them appropriate levels of challenge. This leads to children often occupying themselves, which sometimes leads to minor disagreements. Children develop adequate communication and language skills. Staff regularly engage children in purposeful conversations about past and shared experiences. Children enjoy using their imaginations. They pretend to sell ice creams for money and tie ribbons around oval shaped balls to become Easter eggs. Parents talk well of the staff. They feel happy with the service offered and believe their children are making progress. However, systems to involve all parents in their child's learning and development are not always successful. Staff do not fully plan activities to complement children's emerging

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Quality of teaching, learning and assessment requires improvement

interests or support parents to guide their children's learning at home.

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Personal development, behaviour and welfare require improvement

Staff gather relevant information from parents, such as what their children like and can do, prior to them starting. Individual care needs are supported adequately. The indoor and outdoor learning environments are safe, welcoming and sufficiently resourced. Children demonstrate that they feel happy and secure in the pre-school. They build strong relationships with the caring staff. Children play independently and, generally, interact well with others of a similar age. They enjoy taking part in group activities, such as story time and music and movement. Older children attend some functions at the adjoining school and they have regular opportunities to meet with teachers. This supports them well during their move onward to school and encourages them to speak about how they feel about this change. Children enjoy being physically active, running in the school playing fields. They enjoy rolling and catching balls and jumping over hurdles.

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Outcomes for children require improvement

Children, including those for whom the pre-school receives additional funding, are making typical progress based on their starting points. Children are not effectively supported by staff to make the best possible progress in their learning and development. Children learn basic skills to prepare them for their future learning, such as school.

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Setting details

Unique reference number 221823 Local authority Cambridgeshire Inspection number 854601 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 20 Number of children on roll 34 Name of provider The Ashbeach Ladybirds Preschool Committee Date of previous inspection 25 November 2011 Telephone number 01733 219900

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Setting details

The Ashbeach Ladybirds Pre-school was registered in 1996. The pre-school employs four members of childcare staff. Of these, all hold appropriate early years qualifications at level 2 or 3. The pre-school opens from Monday to Friday, term time only. Sessions are from 9am to 3pm on Monday, Tuesday, Wednesday and Friday and 9am to 12 noon on Thursday. 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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