The Peaks Preschool

The Peaks Preschool Reading Room, Peak Forest, BUXTON, Derbyshire, SK17 8EF

p.1

Inspection date

Previous inspection date 25 April 2016 Not applicable

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

 Children make good progress in their development. The staff know exactly what each child needs to learn next, and resources are carefully planned to promote development across the curriculum. Staff use a range of good teaching strategies to support children's communication and social skills.  The pre-school has excellent partnerships with parents, other professionals and local schools. They share detailed information about strategies to support children at the pre-school, at home and when children start school.  Children are confident and independent. They form strong relationships with staff and their good behaviour shows that they feel safe and secure. Children are interested and get involved as staff provide a welcoming and stimulating environment.  The manager is ambitious. She continually evaluates the pre-school using support from the local authority and feedback from parents. The pre-school has implemented specific

p.1

This provision is good

changes that have improved outcomes for children.  The manager rigorously monitors all children's progress. She works with staff to quickly identify where children need additional support, and any areas of the curriculum that need improving.

p.1

It is not yet outstanding because:

 Although teaching is consistently good, occasionally activities are not meticulously planned using everything staff know about children's interests. Consequently, staff are not always able to make the most of opportunities, in order to develop children's confidence in their thinking skills.  The manager does not use really incisive evaluation of the impact of staff's interactions on children's learning to raise the quality of teaching to a higher level.

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

 make the most of children's interests when planning resources so children are highly motivated, and staff can be even more effective in developing their thinking skills  enhance the professional development of staff, with more sharply focused evaluations of the impact teaching has on children's learning.

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 sampled children's development records, planning documentation and a range of other records, policies and procedures.  The inspector held a meeting with the provider. She looked at relevant documentation, such as the nursery's self-evaluation and evidence of the suitability of staff working in the nursery.  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 has high expectations and is determined to continually improve outcomes for children. She makes good use of support and guidance from the local authority to help evaluate the environment and resources. Successful improvements include adjusting routines for younger children, and developing an effective method for monitoring children's progress. The manager works closely with staff to ensure all children are challenged and reach their full potential. Additional interventions to support children are quickly put in place, using strong partnerships with parents and other professionals. As a result, all children thrive as their specific needs are met. Safeguarding is effective. All staff receive detailed training about a range of child protection issues. They confidently recognise and deal with concerns about children's welfare.

p.3

Quality of teaching, learning and assessment is good

Staff are well qualified and have a secure understanding of how to promote learning through play. All the equipment and resources have been chosen to support specific learning outcomes for children. For example, shapes, numbers and colours are integrated into several different activities. Toys and books have been reviewed to ensure they reflect the diversity of other cultures, and to help children learn to accept differences. Staff make regular and precise assessments of children's learning. They are able to identify how best to use resources effectively for children of different ages and stages of development. Sensitive interactions between children and staff help children learn to share and develop the language they need to communicate with their peers. Staff get involved in children's play, and ask some good questions to help them follow through their ideas.

p.3

Personal development, behaviour and welfare are good

Children's personal, social and emotional development are a priority for staff at the pre- school. They listen carefully to children during activities, and praise their contributions so children feel valued. The pre-school uses additional funding to provide extra support to develop children's confidence and self-esteem. Staff plan specific games and activities that encourage children to share, take turns and work together. They model good manners and children quickly learn how to be kind and how to help their friends. Staff make the most of opportunities to talk to children about the foods they like and foods that are good for them. Children like being helpful and enjoy recycling their rubbish after lunch. Staff teach children how to keep themselves safe, and talk to older children about how to manage risks.

p.3

Outcomes for children are good

All children make very good progress in their development. Those children who have lower than expected starting points make sustained progress and any gaps in achievement are closing. Children are prepared well for school through individual support that is specific to their needs. Younger children learn to recognise their names and older children begin to form some of the letters in their names. Children demonstrate excellent social skills and show they are aware of other children's needs. Particularly strong links with schools help children become familiar with their new teachers and environment.

p.3

Setting details

Unique reference number EY479593 Local authority Derbyshire Inspection number 981210 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 4 Total number of places 24 Number of children on roll 25 Name of provider Paula Jane Beswick Date of previous inspection Not applicable Telephone number 07946348674

p.4

Setting details

The Peaks Preschool was registered in 2014. The pre-school employs three members of childcare staff. Of these, all hold appropriate early years qualifications at level 3. The pre- school opens on a Monday and Thursday from 9am until 3pm, and Tuesday and Friday from 9am until 1pm, term time only. The pre-school also operates on a Wednesday, from 9am until 3pm, from the premises in Peakdale, which has a separate registration. The pre- school provides funded early education for two-, three- and four-year-old children.

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