Aston Pre-School and Creche Services Ltd

Aston Pre-School St James Parish Church, Frederick Road, Birmingham, B6 6BP

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Inspection date

Previous inspection date 5 January 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

 The quality of teaching is good and children progress well. The staff understand how children learn through play. They plan a good range of activities to help children to develop positive attitudes towards learning. They prepare them well for the move to school.  Staff use varied teaching methods to promote children's communication and language. This means that all children, including those who speak English as an additional language, make at least good progress in developing their speaking and listening skills.  The staff acknowledge children's efforts and achievements with lots of praise and encouragement. Children are aware of boundaries, behave well and respond positively to staff, who are caring and attentive towards their individual needs.  Partnerships with other professionals are very strong. Staff liaise effectively with external agencies and local schools and nurseries. They work extremely well together

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This provision is good

to ensure that all children receive the support they need. This makes a strong contribution to meeting children's individual needs.

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It is not yet outstanding because:

 Staff do not always make the most of everyday opportunities to promote children's early reading skills.  The management team does not consistently ask parents for their views on the quality of the provision or which aspects would benefit from improvement.

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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

 place further value on children's early reading and help their literacy skills rapidly advance  provide more ways for parents to share their ideas and suggestions as part of the self- evaluation process.

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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 to children and staff during the inspection and completed a joint observation with the provider.  The inspector held discussions with the provider and manager. She looked at relevant documentation, such as the setting's self-evaluation and evidence of the suitability of staff working in the setting. The inspector also looked at children's learning records and sampled policies and procedures.  The inspector spoke to a selection of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The staff have a robust understanding of child protection procedures and attend training to keep their knowledge up to date. They are well aware of who to contact if they are concerned about a child in their care. Vigorous recruitment and induction procedures are used to check that adults caring for children are suitable to do so. The management and staff continually evaluate their practices. The provider is passionate about her role and committed to improving outcomes for children. She is a positive role model and staff follow her lead. All staff work well as a team. Appraisals and supervision meetings support staff's continual professional development. Partnerships with parents are strong and parents comment positively on the good progress their children have made since attending the setting.

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Quality of teaching, learning and assessment is good

Children are motivated to learn. They are eager to join in with the activities, which provide challenge, capture children's interest and enhance their learning. Children's starting points are initially agreed with parents and staff continually observe and assess children's achievements to help improve all aspects of their learning. Staff quickly identify if there are any gaps in learning. Younger children enjoy using their imagination during role play and happily involve staff in their play. Older children develop their creativity as they use play dough. The staff plan these activities well and use them effectively as opportunities to maximise children's communication, language and problem-solving skills. For example, they encourage children to recall and talk about past events and regularly question children using words, such as more, less and enough. This helps to sustain children's interest as they begin to develop their own ideas. Parents are fully included in their child's

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Quality of teaching, learning and assessment is good

learning. They often borrow resources to further support learning at home.

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Personal development, behaviour and welfare are good

Children are well cared for in this fully inclusive environment. Staff encourage them to express their emotions and they learn about each other's similarities and differences in a positive way. This helps children to feel confident and valued. Staff provide good levels of support and effectively group children with key persons in small groups. This enables both the staff and children to build positive relationships and get to know each other well. The staff foster children's independence and ability to take care of their own needs well, relative to their ages and capabilities. Children are provided with a variety of healthy snacks and meals and learn about good hygiene routines. Children have regular access to the outdoor play area. They develop great physical skill and relish being active in the fresh air.

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Outcomes for children are good

Children are making good progress given their differing starting points. They are well prepared for their next stage of learning, including school.

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Setting details

Unique reference number EY475558 Local authority Birmingham Inspection number 985261 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 5 Total number of places 29 Number of children on roll 39 Name of provider Aston Pre-School and Creche Services Ltd Date of previous inspection Not applicable Telephone number 07984105231

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Setting details

Aston Pre-School was originally registered in 2010. The pre-school opens each weekday from 9am to 3.30pm during term time. Nine staff are employed to work with the children, all of whom hold appropriate early years qualifications at levels 3, 4 or 6. 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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