Abbey Pre-School

Abbey Pre-School Priors Field Primary School, Clinton Lane, Kenilworth, Warwickshire, CV8 1BA

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Inspection date

Previous inspection date 11 May 2016 Not applicable

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This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Inadequate 4

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This inspection: Inadequate 4

Outcomes for children Requires improvement

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This provision is inadequate

 Staffing arrangements do not always promote children's safety and welfare. Staff are not always deployed effectively to ensure children are supervised. In addition, there are times when staff qualification requirements are not met.  The provider and staff do not always take prompt action to remove hazards or to teach children how to safely handle and use toys and equipment.  Children's well-being is not always promoted in the event of an accident. Not enough information is recorded about accidents, injuries and first-aid treatment to ensure parents are well informed about their child's condition.  The quality of teaching is variable. The provider and staff do not consistently focus their teaching on each child's needs, abilities and interests. Some activities are not interesting and challenging enough to sustain children's purposeful learning and to promote their rapid, sustained progress.  Arrangements for monitoring staff's performance and for supporting their professional

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This provision is inadequate

development are not sufficiently thorough to ensure weaknesses in practice are promptly identified and addressed.  Staff do not always successfully promote children's listening, attention and involvement during activities.

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It has the following strengths

 The provider and staff successfully help children to settle, to become confident and to be increasingly independent in seeing to their personal care.  There are generally effective relationships with parents and carers. They appreciate regular opportunities to discuss their children's care, activities and achievements with the provider and staff.

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What the setting needs to do to improve further

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

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Due Date

 deploy staff effectively to ensure children are always adequately supervised and that prompt steps are taken to ensure children are not exposed to risks and are kept safe at all times 11/05/2016

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Due Date

 improve the quality of teaching so that staff consider each child's needs, abilities and interests in their planning and positive interactions with children to enable them to enjoy challenging experiences which promote their purposeful learning and rapid progress 22/06/2016

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Due Date

 maintain qualification requirements at all times to ensure at least half of all other staff working with the manager hold a full and relevant level 2 qualification 22/06/2016

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Due Date

 ensure accident records contain sufficient information about the accident, injuries and first-aid treatment 11/05/2016

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Due Date

 improve staff performance and develop procedures to ensure staff are effectively helped to develop the knowledge and skills needed to raise the quality of their teaching, supervision and care for children to good. 22/06/2016 To further improve the quality of the early years provision the provider should:

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Due Date

 explore more effective ways to promote children's listening skills, sustained involvement and expressive language during story times and other group activities  create more opportunities to develop children's understanding of how to behave safely and with control as they play with other children and handle and use a range of tools and physical play equipment.

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Inspection activities

 This inspection was carried out following the risk assessment process.  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 provider who is the pre-school manager.  The inspector held a meeting with the provider and spoke to the staff and children during the inspection. The inspector also spoke to the headteacher and Reception class teacher of the school where the pre-school is based.  The inspector looked at relevant documentation, including records relating to children's attendance, health and safety and to the suitability of staff working in the pre-school.  The inspector discussed the provider's plans for improvement.  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 inadequate

The provider's monitoring, evaluation and action planning are not effective. She has not identified and addressed breaches to regulation relating to supervision of children and staff qualification requirements. Staff performance and development procedures are ineffective. The provider has not highlighted weaknesses in teaching and the management of children's health and safety. Not enough attention is given to assessing the quality of staff's interactions with children, their organisation of activities and resources and their completion of accident records. Arrangements for safeguarding are not effective. Children are not always adequately supervised, putting their health and safety at risk. This includes children being left unattended in the pre-school room. Staff do not always check children's safe movement between outside areas and indoors. Hazards are not always removed before children use equipment, such as a slide and climbing apparatus. Some indoor play

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Effectiveness of the leadership and management is inadequate

areas are untidy or activities are set out so they partially obstruct entrances, for instance, to the toilet area. In other respects, the provider and staff have an adequate knowledge of abuse, neglect and other risks to children. They attend regular safeguarding training that is relevant to their roles and know what action to take if they have concerns about a child.

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Quality of teaching, learning and assessment requires improvement

The provider and a colleague are the children's key persons. They accurately assess children's starting points and progress. They welcome parents' views about their children's development and agree next steps for children's learning. These are reflected in staff's planning but are not always followed up in their teaching. The quality of the provider and staff's interactions with children varies. They do not consistently use effective questioning and explanations to build on children's understanding or to encourage them to describe, recall and predict. Some indoor play areas are disorganised so children cannot see what is available to play with. Potentially interesting toys and resources are underused. During some group and story times children do not listen or remain engaged because the story is mundane or they cannot hear the words. Children enjoy fun topics, such as the current one about pets. They act out being vets and create pictures of animals, birds and fish.

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Quality of teaching, learning and assessment requires improvement

Children explore natural materials and make models from construction and small-world toys.

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Personal development, behaviour and welfare are inadequate

Children are not always effectively supervised and some hazards are not promptly removed. Children have few opportunities to identify and talk about risks. Their behaviour is variable. Children are not always taught how to play safely. Staff do not intervene when children using wheeled toys disrupt other children's play and risk running into them. Therefore, children are not learning how to safely negotiate space or to be mindful of other's needs. Accidents are not effectively documented as accident records contain little detail. This makes it difficult for the provider and staff to identify any underlying causes of accidents. Overall, children enjoy pre-school. Their interests are often reflected in activities. Children relish being outdoors and being active. Children are confident about starting school as they take part in activities with pupils from the school's Reception class.

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Outcomes for children require improvement

Planning and teaching are not focused enough on children's individual abilities or their current learning needs to ensure they make rapid and good progress. Children gain some basic skills needed for school. They are confident and are increasingly independent in seeing to their personal care needs. Children use numbers for counting and comparing. They enjoy making marks including forming some recognisable letters. However, children's listening, attention and involvement in activities is variable. They lack consistent encouragement to use expressive language to describe, recall and to ask and answer questions. This inhibits children's ability to think critically and to work out simple problems.

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Setting details

Unique reference number EY495254 Local authority Warwickshire Inspection number 1050426 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 18 Number of children on roll 22 Name of provider Elizabeth Ann Preece Date of previous inspection Not applicable Telephone number 01926 854959

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Setting details

Abbey Pre-School was registered in 2015. The pre-school employs five members of childcare staff. Of these, two hold appropriate early years qualifications at level 3. The pre-school opens from Monday to Friday in school term time. Sessions are from 9am until 3.30pm on Monday, Wednesday and Friday and from 9am until midday on Tuesday and Thursday. 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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