Whitehall Pre-School

Whitehall Pre-School 40 Hillmorton Road, Rugby, Warwickshire, CV22 5AD

p.1

Inspection date

Previous inspection date 10 May 2016 3 October 2012

p.1

This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

p.1

This inspection: Inadequate 4

Quality of teaching, learning and assessment Inadequate 4

p.1

This inspection: Inadequate 4

Personal development, behaviour and welfare Inadequate 4

p.1

This provision is inadequate

 Not all members of the committee or those who are working directly with the children have been subject to effective vetting procedures and appropriate suitability checks.  Key persons do not always spend enough time with their key children to consistently plan and provide activities that support each child, including those who speak English as an additional language, to achieve at a good level.  Children do not consistently behave well. Staff do not always give them clear messages about the behaviour expected at the pre-school. This has a significant impact on children's learning and development.  Partnerships with parents and other providers are not well established. Information about children's learning is not shared regularly enough between the different settings they attend to ensure that continuity is successfully promoted.  Staff do not consistently offer children a good curriculum to help promote their learning

p.1

This provision is inadequate

at a high level. Professional development arrangements do not support staff well enough to gain the skills required to improve the outcomes for children.

p.1

It has the following strengths

 The environment is bright and well resourced. Staff are generally kind, caring and friendly. Children's care needs are well managed. Overall, children enjoy attending.  The environment is clean and secure. Risk assessments are carried out and staff check the areas used daily to ensure any potential hazards are effectively minimised. This helps to keep children safe.  Children have opportunities to learn about the world around them. They particularly enjoy looking closely at animals and exploring the life cycles in nature.

p.1

What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

p.2

Due Date

 ensure that effective vetting procedures are in place so that appropriate suitability checks are carried out on members of the committee and all those working with the children, including volunteers 27/05/2016

p.2

Due Date

 improve key-person interactions with children to ensure they carefully consider the individual needs and stage of development of each child, including those who speak English as an additional language, to provide activities that interest, motivate and inspire children to learn so that they achieve at a good level 22/07/2016

p.2

Due Date

 ensure that all children receive clear and consistent messages about the behavioural expectations and boundaries of the pre- school so that they learn to listen to staff, play well with each other and respect the environment 10/06/2016

p.2

Due Date

 improve partnerships with parents and other providers to enable a regular two-way flow of information about children's learning between the different settings they attend so that continuity is successfully established 22/07/2016

p.2

Due Date

 support staff to undertake professional development that gives them the knowledge and skills to provide good quality learning and development experiences for children. 22/07/2016

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors 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. She looked at relevant documentation, such as the pre-school's self-evaluation and evidence of the suitability of the committee members and all those 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 inadequate

The arrangements for safeguarding are not effective. Children are at risk of potential harm. Some members of the pre-school committee have not completed the forms required by Ofsted to determine their suitability to help run the setting. Furthermore, on occasions, the pre-school uses parents as volunteers and does not carry out all appropriate checks. Managers and staff are knowledgeable about some of their safeguarding responsibilities. For example, staff know how to recognise and report child protection concerns. All staff are qualified. They are supervised and benefit from some training to help enhance their knowledge and skills. However, staff are not supported well enough to gain the skills they need to ensure they consistently offer high-quality learning and development opportunities for children.

p.3

Quality of teaching, learning and assessment is inadequate

Since the last inspection, the manager has worked with the support of the local authority to try to improve the curriculum. The manager has a basic overview of children's progress and offers some support to those who need it. However, the quality of teaching is still inconsistent. Staff do not always spend enough time with their key children to successfully meet their individual learning needs. Staff do understand how young children develop and assessments of children's learning are routinely taking place. However, they do not consistently take into account children's interests, development so far, or individual needs when planning activities. As a result, children are not always motivated and inspired to take part and are not suitably challenged to learn. Partnerships with parents and other providers are not always successful. Information is not well shared and continuity in children's learning is not supported well enough between the different settings children

p.3

Personal development, behaviour and welfare are inadequate

Children's social and emotional well-being are not fully supported. Although most children develop confidence within the environment and form suitable bonds with staff, their safety and security are undermined. This is because not all those involved in running the setting have been suitably vetted. Furthermore, children do not always behave well. Staff do not give them consistent messages about right and wrong. Therefore, disruptive behaviours sometimes go unchallenged. For example, staff allow children to run around when it is not safe or to throw toys. Children do not consistently learn to listen to adults, respect the environment or play well together. Aspects of children's physical well-being are promoted appropriately. Children begin to learn about the importance of living healthy lifestyles. Staff ensure that children benefit from nutritious snacks and encourage them to adopt good hygiene routines. Children enjoy opportunities to practise their physical skills inside.

p.3

Personal development, behaviour and welfare are inadequate

They use wheeled vehicles to negotiate the space available.

p.3

Outcomes for children are inadequate

Children, including those who speak English as an additional language and those in receipt of funded education, do not make good progress from where they started. However, most children are developing some of the key skills they need to be ready for school. For example, children are becoming very independent. They manage their own care needs and enjoy the responsibility of helping with some small tasks. Children develop some mathematical and literacy skills. They can count up to 10 and they appreciate stories. However, children do not always demonstrate an interest in playing and exploring. They sometimes struggle to concentrate and persist with activities. Children do not consistently benefit from the challenges required to encourage them to think deeply and develop a thirst for learning. Therefore, children are not well enough prepared overall for the next stage of their learning and the eventual move on to school.

p.3

Setting details

Unique reference number 200857 Local authority Warwickshire Inspection number 1027968 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 20 Number of children on roll 25 Name of provider Whitehall Under-Fives Pre-School Committee Date of previous inspection 3 October 2012 Telephone number 07716589903

p.5

Setting details

Whitehall Pre-School was registered in 2002. The pre-school employs four members of childcare staff. Of these, three hold appropriate early years qualifications at level 3 and one holds an appropriate early years qualifications at level 4. The pre-school opens from Monday to Friday during term time only. Sessions are from 9.15am until 12.15pm. The pre-school supports children who have special educational needs or disability and children who speak English as an additional language.

p.5

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.5

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.5

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.6

Setting details

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

p.6

Setting details

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

p.6