Scotter Pre-school

Scotter Pre-school Scotter Village Hall, Scotton Road, Scotter, Gainsborough, Lincolnshire, DN21 3SB

p.1

Inspection date

Previous inspection date 14 April 2016 17 July 2012

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Partnerships with parents are highly effective. Staff keep parents regularly informed of children's development through parent consultations and daily discussions. Children take story bags and library books home to share with parents to further promote their learning.  The enthusiastic manager demonstrates strong leadership and effective teaching. She has made many changes to the pre-school over the last two years. The management team identifies ongoing improvements through receiving feedback from parents, discussions with the staff team and by listening to children's views. This helps to improve outcomes for children.  Staff are skilled in helping children to develop their mathematical skills. They make the most of the opportunities in children's everyday experiences to explore and enhance their mathematical thinking. Children demonstrate a very positive attitude to learning.  Effective links have been developed with the schools that children will move on to.

p.1

This provision is good

Transition arrangements for children starting school and new children starting the pre- school are effective in supporting their emotional needs.  Children behave exceptionally well, with minimal support, as they share, take turns and value each others' differences.

p.1

It is not yet outstanding because:

 The highly experienced manager does not critically evaluate her staff's teaching skills enough to develop their practice to an outstanding level.  The manager does not yet consistently monitor different groups of children to quickly identify and narrow any gaps in their learning.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 build on the professional development opportunities of staff to drive the quality of teaching to the highest level  track the progress of different groups of children more effectively, so that any specific interventions needed are more quickly identified.

p.2

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 pre-school manager.  The inspector held a meeting with the pre-school manager and provider.  The inspector looked at relevant documentation, such as the pre-school's policies and procedures and evidence of the suitability of staff working in the pre-school.  The inspector spoke to a small selection of parents during the inspection and took account of their views.

p.2

Effectiveness of the leadership and management is good

The manager leads a dedicated team of staff who work hard to provide good quality opportunities for children. Supervision meetings take place regularly, helping to support staff in their roles. Most staff are qualified and attend day courses to extend their knowledge of child development and safety. They share information during staff meetings and implement strategies to enhance the experiences children receive. This means that information is cascaded across the pre-school to benefit all the children attending. Arrangements for safeguarding are effective. Staff know how to recognise the different areas of abuse and the procedures to follow should they have concerns about children.

p.3

Quality of teaching, learning and assessment is good

Staff observe and assess children's development and accurately plan for their next steps in learning. Daily activities are adapted to support the different age groups of children that attend. This enables staff to provide a wide range of stimulating resources that support children's interests and abilities. Children demonstrate their problem-solving skills as they make a road track outside using drain pipes. They attach each one together and roll down cars, watching closely to see if they reach the end. Younger children snuggle up to staff to listen to a story. Children follow the story and point out different characters. Children also have opportunities to take books home to further support their early literacy skills. Parents comment that they are very happy at the progress their children are making and appreciate the friendly staff.

p.3

Personal development, behaviour and welfare are good

Children are familiar with the routine of the day. They select their name and post it in the box to show who is present. Younger siblings of the children that attend follow a similar process. They post a picture of a teddy in the box. This helps them to be familiar with the routine of the day before they start. Children develop their physical skills as they practise headstands and slide along the floor. They quickly ask staff to stand back to give them plenty of space. This shows that children have an awareness of keeping themselves and others safe. Staff provide appropriate support to help children develop an understanding of a healthy lifestyle. Nutritious snacks are provided and staff encourage children to cut up their own fruit and to try different foods. Children put on their own coats before playing outside which further promotes their independence.

p.3

Outcomes for children are good

All children, including disabled children and those with special educational needs, are making good progress from their starting points. They are learning new skills in readiness for school. Children's early writing skills are developing well. They use paint brushes and water to make marks on the shed outside. They use their fingers to make marks in a tray of salt. Children have access to a wide range of stimulating activities and they are very eager to learn new things. Older children confidently talk about the sequence used to make a sandwich. They use tools effectively and safely, such as knives to spread butter and jam, and decide whether to eat their sandwich or to take it home.

p.3

Setting details

Unique reference number 253470 Local authority Lincolnshire Inspection number 1042021 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 11 Total number of places 36 Number of children on roll 70 Name of provider Scotter Pre-School Committee Date of previous inspection 17 July 2012 Telephone number 01724 764065

p.4

Setting details

Scotter Pre-School was registered in 1995. The pre-school employs nine members of childcare staff. Of these, seven hold an appropriate early years qualification at level 3. Sessions are from 9am until 12 noon on Monday, Tuesday and Wednesday. Sessions are from 9am until 3pm on Thursday and Friday. The pre-school offers a breakfast club during term time. Sessions are from 7.30am until 9am. 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.

p.4

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.

p.4

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.

p.4

Setting details

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Setting details

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Setting details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5