Plum Tree Pre School

Plum Tree Pre School St.Theresa Church Hall, Haig Road, Biggin Hill, Westerham, Kent, TN16 3LJ

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Inspection date

Previous inspection date 17 March 2016 19 May 2015

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 provider has successfully taken action to meet all requirements of the Early Years Foundation Stage since the last inspection.  The quality of teaching is improving steadily and is good. Staff take up a variety of training, including further qualification courses, to improve their practice and outcomes for children.  Children are enthusiastic learners and they make good progress. They confidently follow their own interests, for example, as they freely choose the home corner or painting. With guidance from staff in routine tasks, they build good independence skills.  Key staff and parents communicate effectively through daily discussions and regular two-way reports. Parents share information about their child’s learning at home and are kept well informed about their child's progress.  Children are eager to write and draw to represent their ideas while they play. Younger children begin to write clearly recognisable letters and know the sounds they represent,

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This provision is good

often the initial of their own name. Older children use the abundant supply of papers, cards, pens and crayons to write the sounds they know at every opportunity.

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It is not yet outstanding because:

 Children do not have regular access to a wide range of stimulating activities outdoors while the pre-school’s garden area is temporarily out of use. Walks to the park offer children a limited alternative.  Staff do not always make full use of a wide range of resources to support children's different ways of learning in a group.

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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 plans for children's learning outdoors to cover as wide a range of experiences as possible, including during the period of restricted access to the garden area  support staff to use a variety of resources to promote children’s different ways of learning as fully as possible in group sessions.

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Inspection activities

 The inspector observed activities indoors. She spoke with staff and children at suitable times throughout the session.  The inspector carried out a joint observation with the provider.  The inspector held discussions with the provider and deputy manager.  The inspector looked at a sample of policies, procedures and documents relating to the management of the nursery, including those relating to checks on the suitability of staff.  The inspector spoke with parents and took into account parents' written feedback to the pre-school.

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Effectiveness of the leadership and management is good

The provider deploys staff effectively to support children’s learning and well-being. Safeguarding is effective. The provider’s recruitment and supervision procedures ensure staff are suitable. Staff complete up-to-date safeguarding training. They follow the required policies and procedures when they have concerns about a child’s welfare or development. The provider establishes effective partnerships with children's social care and health professionals. Staff ensure children access specialist assessments and the early help they need, for example, when concerns arise about a child’s speech and language development. The provider takes the views of staff and parents into account when making improvements, such as extending opening times.

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Quality of teaching, learning and assessment is good

Staff assess children's progress accurately, including carrying out checks for two-year-old children. They use assessment information to plan enjoyable learning experiences for each child. Children choose activities that challenge them to build on what they already know and can do. With targeted support, the youngest children and those with special education needs, gain basic skills and knowledge such as the names of colours. Children are given plenty of time to try out their writing and experiment with patterns and shapes. They show creative flair as they decorate Easter cards with feathers. Older children develop their communication and language skills while playing together in the role play area. Children count to 10 and backwards from five in group sessions; children show more confidence when staff demonstrate with the help of pictures and props.

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Personal development, behaviour and welfare are good

While play in the garden area is restricted, staff support children’s physical development with healthy and active indoor games and occasional walks. Key staff keep parents well informed about refurbishment plans. Parents are supportive of the changes. With gentle reminders from staff, children behave well and move around safely. Children manage their own hygiene needs, choose from healthy options at snack time and help to tidy up. They learn about differences in ability and treat each other with kindness and respect. Staff involve whole families in celebration of diverse religious and cultural events, such as Chinese New Year and Easter. This supports children's growing understanding of people and communities in the wider world.

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Outcomes for children are good

Children enjoy their learning. They make good progress as they have ample time to explore their own ideas and choose freely from the activities on offer. Staff identify children with starting points below those typical for their age, particularly in their speech and language. These children get the support they need to catch up. The vast majority of children make strong progress in literacy. They quickly learn to read their own and other children's names in group sessions. Older children read familiar words in books and can read labels such as 'chair' and ‘door’ which are posted around the room. Children are well prepared for the next stage in their education.

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Setting details

Unique reference number EY343975 Local authority Bromley Inspection number 1036467 Type of provision Sessional 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 32 Number of children on roll 35 Name of provider Susan Daisy Harwood Date of previous inspection 19 May 2015 Telephone number 07900 387163

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Setting details

Plum Tree Pre School was registered in 2007. It is open from Monday to Friday from 9.30am to 12.30pm, and on Mondays and Wednesdays from 12.30pm to 3.30pm, during term times only. The pre-school provides for children who have special educational needs or disability. The pre-school receives funding for the provision of free early education for children aged two, three and four years. The pre-school employs six members of staff including the provider. All staff have relevant qualifications.

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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

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

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