Pingu's

Pingu's Fearnville Primary School, Fearnville Drive, Bradford, West Yorkshire, BD4 8DX

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Inspection date

Previous inspection date 12 May 2016 12 March 2012

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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 new manager and her team are committed and passionate about their roles and responsibilities. They all strive for continuous improvement and actively seek the views of others to support their self-evaluation process.  Staff are highly responsive to the individual interests of children. Key persons develop strong bonds with families and children to provide a caring and nurturing environment.  Children develop their physical skills, as staff encourage them to explore, investigate and be active in the outdoor play area. Children enjoy climbing over the wooden bridge, digging in the garden and using a selection of ride-on toys.  Partnerships with parents and other professionals are well established. This means that information sharing is of good quality and this has a positive impact on the well-being of the children.  Children are helped to appreciate the beliefs of others as they take part in activities to

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This provision is good

mark cultural celebrations. These shared celebrations help all children feel valued.  Staff support children to follow good hygiene practices. Staff provide healthy snacks and discuss the benefits of a healthy diet.

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It is not yet outstanding because:

 Some staff do not consistently use the effective methods for observing and assessing children to plan targeted and challenging activities to elevate children's progress to an outstanding level.  Sometimes, staff distract children who are having difficulty sharing rather than helping them to develop the skills they need to be considerate to others in their play.  Information shared with parents about children's development and goals is not always precise and sharply focused.

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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

 strengthen the observation, assessment and planning processes; ensure that all staff use these consistently to sharply focus on raising all children's attainment to the highest level  support children to understand and manage their own behaviour by helping them to develop the skills to consistently share and take turns  enhance the quality of support and advice offered to parents, set and communicate clear and precise development goals for all children.

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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 spoke to the staff and children at appropriate times during the inspection.  The inspector completed a joint observation with the deputy manager.  The inspector held a meeting with the manager and the deputy manager. She looked at relevant documentation, such as the self-evaluation record and evidence of the suitability of staff working in the setting.

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Effectiveness of the leadership and management is good

The new manager and her team have a secure understanding of their responsibilities and are dedicated to their roles. Their evaluations of activities, observations of practice and supervision meetings identify what works well and what has had a positive impact on the quality of teaching. The arrangements for safeguarding are effective. All staff are aware of their role in protecting the children in their care and the procedures to take if they have any concerns about a child or a colleague. The staff work closely with other professionals and settings that children attend. For example, they work with teachers to help prepare children for the move to school.

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Quality of teaching, learning and assessment is good

The quality of teaching is good. Staff plan the environment with a good range of activities across all areas of learning. Experienced, knowledgeable staff skilfully support children. They emphasise the development of personal, social and emotional skills and encourage children to gain useful independent skills for their eventual move to school. Staff demonstrate how to use resources and children enthusiastically copy these actions. For example, children are thoroughly absorbed in filling and pouring soil and using the tap outdoors. As a result, staff motivate and challenge children to independently complete tasks. Children shout proudly, 'I done it!' after filling the water jug and squirting water. Staff sit with children and read books and when appropriate they teach children letter sounds to develop their early reading and literacy skills. Staff further extend these activities by providing a range of writing resources. For example, children confidently

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Quality of teaching, learning and assessment is good

make marks with paint and chalks outdoors, to support their early writing skills.

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Personal development, behaviour and welfare are good

Staff have high expectations of all children and meet their individual needs with care and attention. Children of all ages actively seek out resources with independence. They are confident to explore their environment as they demonstrate their feelings of being safe and secure. Staff work closely with parents to help children settle when they start at the setting. Care routines are agreed with parents and staff in the setting follow each child's individual routine to support their emotional well-being. Staff recognise the uniqueness of each child and value their contributions. Staff provide an effective role model for children. Positive behaviour is promoted calmly and consistently and children's personal, social and emotional development are enhanced through meaningful praise and encouragement.

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Outcomes for children are good

All children are making good progress across all areas of their learning and development. They acquire good social skills and children of different ages confidently interact and play alongside each other. Children are gaining the skills they need to be ready for school or the next stage of their learning. Staff are helping children to become successful learners. Children are happy, settled individuals who are motivated to learn in this welcoming setting.

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Setting details

Unique reference number EY276649 Local authority Bradford Inspection number 1042364 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 3 Total number of places 24 Number of children on roll 36 Name of provider Surestart BHT Date of previous inspection 12 March 2012 Telephone number 01274 323614

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Setting details

Pingu's was registered in 2004. The setting provides places for funded two-year-old children only. The setting employs nine members of childcare staff. Of these, seven hold appropriate early years qualifications at level 3, including one with early years professional status. The setting is open from 8.45am to 11.45am and 12.30pm to 3.30pm, during term time only.

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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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