Cranwell Romper Room

Cranwell Romper Room Old School House, Old School Lane, Cranwell Village, SLEAFORD, Lincolnshire, NG34 8DF

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Inspection date

Previous inspection date 5 May 2016 12 May 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

 Security in and around the setting is good. Potential risks within all areas used by children are identified and minimised. All staff are trained in child protection and fully understand their role and responsibility in safeguarding children.  Partnerships with parents are good. Staff provide learning bags for parents to borrow to help support their children's learning further at home. They provide parents with information about their child's learning through a secure online system. Parents comment positively about the care and education their children receive.  Staff gather clear information from parents about their child at the start of their placement. This gives staff an understanding of children's individual needs and helps them plan appropriate next steps for their learning.  Staff get to know children extremely well and follow their lead during play. They support their learning by providing meaningful activities to help them make good

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This provision is good

progress.  Children are happy, relaxed and eager to become involved in the stimulating and exciting activities provided. They quickly settle and develop close emotional attachments with staff and other children.

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It is not yet outstanding because:

 Although the manager regularly evaluates practice, she does not always identify and provide the support staff need to raise the quality of their teaching to the highest level, in order to accelerate children's progress further.  Staff have not established a successful two-way flow of information with other pre- schools and nurseries to help promote continuity in children's care and learning when they attend more than one setting.

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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 support given to staff to help raise the quality of their teaching and increase the potential for all children to make rapid progress in their learning  establish a more consistent two-way flow of information about care and learning with other pre-schools and nurseries to promote better continuity for children who attend more than one setting.

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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 deputy manager.  The inspector held a meeting with the pre-school manager.  The inspector looked at relevant documentation, such as the pre-school's self- evaluation and evidence of the suitability of staff working in the pre-school.  The inspector spoke to a small selection of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The management team is committed to developing the quality of the pre-school. The manager monitors groups of children's progress and implements effective strategies to ensure that any gaps in learning are closing. Supervision meetings take place regularly, helping to support staff in their roles. The views of parents, children and staff are used to continually reflect on practice. These, along with information from training, are shared at staff meetings and strategies are implemented to enhance the experiences children receive. The pre-school has developed strong links with the local school. They share information about children's care and learning before they start. This is particularly successful for children who have special educational needs or disability. Arrangements for safeguarding are effective.

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Quality of teaching, learning and assessment is good

Staff are qualified, knowledgeable and experienced. They closely observe children as they play, accurately assessing their developmental stages and interests. A variety of interesting activities that provides good learning opportunities is made available to children. Children listen attentively as staff tell them a story. Staff use props, such as a growing beanstalk and beans to support children's understanding of the story. Children develop their social skills when they sit together for group time. Staff ask children to count the number of children attending and they confidently count to 18. Children develop their mathematical thinking further as they compare the number of girls and boys in the group.

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Personal development, behaviour and welfare are good

Children behave very well. They receive lots of praise and encouragement from staff for their efforts and achievements, helping increase their self-esteem. Children are confident, capable and are developing their independence. Staff encourage children to do things for themselves and others. For example, older children help younger children to put on their shoes. Children are learning to develop a healthy lifestyle. Their physical skills are promoted successfully. They show great pleasure in playing chasing games outside and develop their balance as they walk across stepping stones.

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Outcomes for children are good

Children of all abilities, including those who receive funded education and those who speak English as an additional language, are making good progress. They are well prepared for starting school. Children develop a positive and enthusiastic attitude towards learning. They learn about letters of the alphabet and select their name card when they arrive. Older children write their names on their drawings. Children show great pride in their achievements, showing staff what they have made. Staff use these opportunities to boost children's confidence in their own abilities. Children ring a bell to alert their friends to changes in the routine. This gives children responsibility and helps all children understand what will happen next.

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Setting details

Unique reference number 509651 Local authority Lincolnshire Inspection number 855581 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 18 Number of children on roll 34 Name of provider The Romper Room Committee Date of previous inspection 12 May 2011 Telephone number 07950 685716 or 01400 262206

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Setting details

Cranwell Romper Room was registered in 1992. The pre-school employs five members of childcare staff. Of these, three hold appropriate early years qualifications at level 3 and two at level 4. The pre-school opens from Monday to Friday during term time. Sessions are from 9am until 3pm. The pre-school provides funded early education for three- and four-year-old children. It supports children who speak English as an additional language and children who have special educational needs or disability.

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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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