Bushytails Pre-School

Bushytails Pre-School Kingsthorpe Village Primary School, Knights Lane, Northampton, Northamptonshire, NN2 6QL

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Inspection date

Previous inspection date 14 April 2016 9 September 2015

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 management committee and staff have worked hard since the last inspection to improve the quality of the provision. They have welcomed advice and support and demonstrate a strong commitment to continuing to develop all aspects of the provision.  Staff know the children well and successfully build on their interests as they play. Children are respected as unique individuals and treated with kindness. They confidently seek reassurance from staff as required and demonstrate that they feel safe and emotionally secure.  Staff provide good support for children with special educational needs or disability. They work very closely with parents and other agencies to develop an in-depth understanding of each child's needs and plan for their future learning and care. Parents comment positively about the care and learning provided for their children.  Staff make effective use of the local community and special celebrations to broaden

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This provision is good

children's range of experiences. Children visit the local church and walk to the ice cream parlour. They make colourful lanterns and sample different Chinese foods when learning about the Chinese New Year.

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It is not yet outstanding because:

 Revised performance management arrangements are not yet fully embedded to provide a greater insight into individual staff skills and preferences for training.  Staff occasionally overlook opportunities to extend and challenge children's understanding and thinking skills as they play.

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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

 strengthen the performance management arrangements to support staff to achieve consistently high-quality teaching practice and access regular training opportunities  make the most of opportunities to enrich children's understanding and thinking skills.

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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 pre-school manager.  The inspector held a meeting with the pre-school manager and nominated representative of the committee. She looked at relevant documentation, such as the pre-school's self-evaluation, and evidence of the suitability of committee members and staff working in the pre-school.  The inspector took account of the views of parents spoken to on the day of the inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Secure recruitment and induction procedures ensure committee members, staff and students are suitable to work with children. The manager and staff maintain a safe environment and ensure that risks to children are minimised while on outings. They are fully aware of their role in protecting children from abuse and neglect and the procedure to follow if they are concerned about a child. Staff are appropriately qualified. This is reflected in the good quality of care and learning opportunities provided. Effective procedures are in place for assessing and evaluating children's progress. This allows the manager and staff to see how children develop over time and helps them to address any gaps in their learning in a timely manner.

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Quality of teaching, learning and assessment is good

Children enjoy imaginary play experiences. Their learning is enhanced because staff know when to leave children to explore and when to sensitively intervene to stimulate their ideas and offer support. Staff use visual aids to help children develop their communication skills, including children who speak English as an additional language, and those with special educational needs or disability. Children are introduced to new vocabulary as they play, such as squishy and squashy. They learn rhymes and enjoy listening to stories. Older children confidently describe what they see in the pictures. Children develop their hand-to- eye coordination as they successfully pour water from one container to another. They enthusiastically use tools to make sandcastles and dig for worms in the soil. Staff support children to count and measure different objects and successfully introduce them to mathematical concepts, such as, long, short, big and small.

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Personal development, behaviour and welfare are good

Successful settling-in procedures ensure that staff known children's personal care needs and stage of development are known prior to them starting. This effectively supports continuity in children's care and development. Staff act as positive role models. They effectively support children to learn to manage their feelings, to be kind to one another, to share, and take their turn. Effective partnerships have been developed with local schools, including the adjacent school. Children are invited to attend the nativity performance and harvest festival. This develops a familiarity with the school environment. Children enjoy playing outside in the fresh air and enjoy nutritious snacks. Effective procedures are in place to ensure that staff are very clear about children's special dietary requirements.

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Outcomes for children are good

All children make good progress in relation to their starting points, including children who speak English as an additional language, and children with special educational needs or disability. Children develop a good range of key skills that prepares them for the next stage of their learning and their eventual move to school. They independently select their choice of activity and manage their personal needs well. Older, most-able children are beginning to write recognisable letters of the alphabet.

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Setting details

Unique reference number EY271062 Local authority Northamptonshire Inspection number 1027309 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 - 5 Total number of places 28 Number of children on roll 47 Name of provider Bushytails Pre-School Date of previous inspection 9 September 2015 Telephone number 07765 970 912

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Setting details

Bushytails Pre-School was registered in 2003. The pre-school employs nine members of childcare staff. Of these, six members of staff hold appropriate early years qualifications at level 2, 3 or 5. The pre-school opens from Monday to Friday, during term time. Sessions are from 8.45am until 11.45am and from 12.30pm until 3.30pm with a lunch club from Monday to Thursday from 11.45am until 12.30pm. The pre-school provides funded early education for two-, three- and four-year-old children. The pre-school supports children with special educational needs or disability, 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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