Wetwang Pre-School

Wetwang Pre-School St Pauls Methodist Church, Main Street, Wetwang, East Riding of Yorkshire, YO25 9XJ

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Inspection date

Previous inspection date 28 April 2016 20 June 2011

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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

 Staff provide exciting and well-planned activities that motivate children. They regularly check children's progress and build on their prior achievement. Children of all abilities make good progress from their individual starting points. Children are happy, inquisitive and eager to learn.  Children feel safe and receive good quality care. Staff build strong bonds with children and are sensitive to their individual emotional and care needs. Children's well-being is effectively promoted.  Staff are good role models. Children respond positively to staff's meaningful and effective praise and encouragement.  The manager and staff have positive partnerships with local schools, external agencies and other early years providers. They demonstrate excellent practice, especially when planning for children's move on to school, or to a different provider.  Systems for evaluating the provision are effective. The views of staff, parents and

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This provision is good

children are taken into account when deciding priorities for the pre-school's further development.

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It is not yet outstanding because:

 Opportunities are sometimes missed for older children to practise and use their good literacy skills during independent play.  Plans for the supervision and appraisal of the manager are in their infancy. It is not clear how the manager will be supported and challenged to raise the quality of the provision to an outstanding level.

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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

 enhance the opportunities for the older children to practise and use their good literacy skills during their independent play  review the supervision and appraisal system for the manager to ensure she receives the support and the challenge needed to develop the good provision to an outstanding level.

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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 conducted a joint observation of a learning activity with a member of staff.  The inspector held a meeting with the manager and had a discussion with the incoming chairperson of the committee.  The inspector looked at children's assessment records, planning documentation and a selection of policies and procedures.  The inspector checked evidence of suitability and qualifications of practitioners working with children, the pre-school's self-evaluation form and development plan.  The inspector took account of the views of parents and carers spoken to on the day and interacted with children throughout the inspection.

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Effectiveness of the leadership and management is good

The manager leads a strong and committed staff team. They work well together to provide a good quality learning environment for the children. Staff are well qualified. The manager monitors the quality of the teaching and values the importance of continual professional development. Ongoing training has a very positive impact on children's educational development. Since the last inspection, the manager has implemented systems for planning which are more flexible and responsive to children's needs and interests. Parents spoken to during the inspection praise the way that the staff get to know the unique and individual needs of their children. Parents feel involved as the staff effectively include and engage them in the learning and activities at the pre-school. Arrangements for safeguarding are effective. All staff are secure of their knowledge and responsibilities to protect children from harm.

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Quality of teaching, learning and assessment is good

Children play in an appealing, well-resourced environment which meets their individual needs. For example, children of different ages enjoy playing in the outdoor mud kitchen. The variety of resources available in this area helps them to learn and practise different skills suitable to their individual needs. Staff observe and make accurate assessments of what children can do and need to learn next. They use this knowledge to effectively challenge and extend children's learning. Staff interaction is of a high quality and successfully deepens children's knowledge and understanding. Staff ask thoughtful questions which help children to think and make decisions. For example, children are encouraged to think about the best places to go to for their pretend picnic. Staff help children to apply their mathematical skills through solving meaningful problems.

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Personal development, behaviour and welfare are good

The environment and way the sessions are organised motivate the children to lead many aspects of their own play. Children's independence and positive self-esteem are highly encouraged. For example, children gain confidence and a sense of achievement as they successfully undertake a variety of small responsibilities in the pre-school. Children work and play well together and start to form strong friendships. The children make full use of the different learning environments. For example, they have space to play physical games together and use other areas to play quietly, in small groups or by themselves. Staff promote children's healthy lifestyles well. Children have many opportunities to choose to be physically active and to eat healthy snacks.

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Outcomes for children are good

The manager monitors the impact of the additional funding received for some children and ensures it is used to help them make good progress. Children behave well while at the pre-school. They learn how to share, cooperate and listen to others. Children become confident and independent learners, developing good mathematical, literacy and communication skills. They are carefully and sensitively prepared for the next stage in their learning, such as starting school.

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Setting details

Unique reference number 314761 Local authority East Riding of Yorkshire Inspection number 868267 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 - 4 Total number of places 20 Number of children on roll 28 Name of provider Wetwang Pre-School Committee Date of previous inspection 20 June 2011 Telephone number 07775 597 732

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Setting details

Wetwang Pre-School was registered in 1997. It employs three members of childcare staff. Of these, one holds an appropriate early years qualification at level 2, one holds level 3 and one holds level 4. The pre-school opens from Monday to Friday, during term time only. Sessions are from 9am until 3pm. 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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