Syresham Preschool

Syresham Preschool Syresham C of E Primary School, 5 High Street, Syresham, Brackley, Northamptonshire, NN13 5HL

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Inspection date

Previous inspection date 19 April 2016 6 May 2010

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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. Staff use their knowledge of how children learn to provide an exciting variety of activities. They plan effectively, taking into account the differing abilities of the children.  Children build strong bonds and secure emotional attachments with staff, who are caring and attentive at all times, responding to what children say and do.  Staff play alongside children, talking to them about their experiences and things they have enjoyed with their families. They help children develop good social skills and confidence in mixing with other children and adults.  Children enjoy their time outdoors where they learn to take and manage risks. They visit a local forest area and learn about their own safety. They use a variety of resources that helps develop their coordination and encourages them to be physical active.  Strong relationships are forged with the adjoining school, supporting children's

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This provision is good

transition into school life. Children meet with older children, spend time in the school environment and become familiar with teaching staff and school routines.  Staff are enthusiastic in seeking new information and extending their skills. They are proactive with regard to their own professional development. Supervision, appraisals and sharing of staff practice help to promote this further.

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It is not yet outstanding because:

 Although staff have a clear understanding of children's next steps, these are not accurately reflected in the information they share with parents.

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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

 refine systems for keeping parents informed of their children's progress so that children's next steps are accurately reflected.

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Inspection activities

 The inspector observed activities in all of the play areas and the outside learning environment, and conducted a joint observation with the pre-school manager.  The inspector held a meeting with the pre-school manager. She spoke to staff and children throughout the inspection when appropriate.  The inspector looked at children's assessment and planning documentation, the setting's risk assessment and safety records.  The inspector checked evidence of the suitability and qualifications of staff working within the setting, the manager's evidence of self-evaluation and a range of other documentation.  The inspector took into account the views of parents spoken to on the day of the inspection.

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Effectiveness of the leadership and management is good

The manager and staff work closely to ensure children and parents receive a supportive, professional service. Self-evaluation is used well to identify areas of strength as well as looking at ways of developing the service even further. Parents speak extremely positively about the staff and the high-quality care their children receive. They feel staff are caring, approachable and go above and beyond to ensure the care meets the individual needs of children. Effective recruitment and induction procedures ensure adults working with the children are safe and suitable. The arrangements for safeguarding are effective. Staff are secure in their understanding of child protection procedures to ensure children remain safe.

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Quality of teaching, learning and assessment is good

Children enter a bright, exciting environment. They register their own attendance at pre- school, selecting their name card and placing it on a board for everyone to see they are present. A wide variety of activities captures their interest and they settle quickly into their chosen activity. Staff support children's language and communication skills well. They listen to what children have to say. Activities support children across all areas of learning and staff incorporate children's interests into the day. Children are attentive as they observe the tadpoles from the school pond. Resources that reflect the life cycle of frogs encourage children to observe how they will change over time. Children create their own pictures of the tadpoles and the different changes that take place. They explore how quickly different things move. One example of this is children placing two balls into two drainpipes. They pre-empt which will be the fastest before letting them go.

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Personal development, behaviour and welfare are good

Children develop close relationships with staff and their peers in this exciting environment. Staff take time to gather as much information as possible from parents about their child at the start of their placement. They demonstrate a good knowledge of children's needs and abilities. They use this to provide a service where each child becomes a confident, independent learner. Children make an informed choice with regard to their play. They move freely between the indoor and outdoor learning environments. Children are very active. They use various types of resources to help support their physical ability. Children learn to use tools safely. They work closely outdoors, using different tools as they dig and move soil around in their quest to reach an imaginary land. They communicate closely to ensure they are all working towards the same goal. Children make choices at snack time and prepare their own food, nurturing their independence and self-help skills.

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Outcomes for children are good

All children make good progress in relation to their starting points. Relationships between staff, children and their peers are very good. Staff support children very well to develop their knowledge, understanding and skills across the seven areas of learning. This helps prepare them for the move to school. Children become confident individuals and develop good self-esteem. They understand the importance of sharing, taking turns and respecting other people's feelings.

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Setting details

Unique reference number 219982 Local authority Northamptonshire Inspection number 864220 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 5 Total number of places 20 Number of children on roll 18 Name of provider Syresham Pre-School Committee Date of previous inspection 6 May 2010 Telephone number 07849 753700

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Setting details

Syresham Preschool was registered in 2000 and operates under a voluntary management committee. The pre-school employs four members of childcare staff, three of whom hold appropriate early years qualifications. The pre-school opens from Monday to Thursday during term time only. Sessions are Monday mornings from 8.45am until midday and Thursday mornings from 8.30am until midday, and Tuesday and Wednesday afternoons from 12.30pm until 3.30pm. 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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