Brookside Pre-School

Brookside Pre-School Brookside Methodist Church, Gunthorpe Road, Peterborough, Cambridgeshire, PE4 7TG

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Inspection date

Previous inspection date 12 May 2016 4 December 2015

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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 manager and committee have successfully addressed the actions from their last inspection. Ofsted are aware of all members of the committee and their suitability has been checked. Access to the premises by members of the public has been reviewed and systems put in place to ensure unknown people cannot have unsupervised access to children.  Staff quickly identify those children who require additional support in their learning and implement a focused teaching approach. Children regularly receive one-to-one care or engage in small-group work to specifically meet their individual targets for development.  Parents consistently receive detailed information about their children's progress. They are aware of their children's next steps in their learning and how they can provide further support at home. Children take home books to read with their parents.  Children develop warm, affectionate relationships with their key person and confidently

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This provision is good

approach them for guidance, support and reassurance. A welcoming and friendly atmosphere greets all children and their families.  Staff know their individual key children well. Good quality observations and accurate assessments help staff to plan interesting and motivating activities that children enjoy.

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It is not yet outstanding because:

 Some staff do not always fully challenge and extend children's learning in activities. As a result, they are not always encouraged to follow their own thoughts and ideas and think about and solve problems in their own way.

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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

 refine teaching techniques, so that staff consistently challenge children to enhance their thinking and solve problems and increase the potential for them to achieve the highest level in their learning.

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

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff understand what to do if they have concerns about children's welfare. They attend regular child protection training. The ongoing suitability of staff is regularly checked. Supervision meetings take place, helping to support staff in their roles. Staff's professional development is well supported and their practice is monitored. The manager regularly assesses information about children's individual learning and different groups of children. This ensures gaps are swiftly narrowed and children make good progress from their starting points. The setting has identified their strengths and knows where improvements can be made. Parents speak very positively about the setting and state that, 'Advice and support from staff have been invaluable'.

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Quality of teaching, learning and assessment is good

Staff promote children's communication and language development well. They provide good, targeted support for children whom require intervention to strengthen their vocabulary and pronunciation of words. The youngest children enjoy listening to familiar stories. Staff enthusiastically use puppets to bring the stories to life. Older children thoroughly enjoy role play. They relish being princesses, clowns and firemen. Children are introduced to simple calculation through number songs. They are interested in different water activities. They explore ice and enjoy pouring water down guttering, racing to the end to catch the water in their hands as it pours out. Children hear mathematical language. They learn how to compare sizes. Children's early writing skills are developing well. They use brushes and water to make marks on the concrete in the garden. Staff work well with other settings children attend. Reception teachers visit the setting to start

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Quality of teaching, learning and assessment is good

building relationships with children who will be attending their school.

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Personal development, behaviour and welfare are good

Children are happy and settled. They enjoy the company of staff. Staff are positive role models for children. They teach young children valuable skills, such as how to take turns in activities. Children are kind and considerate towards their friends. They share resources independently, such as buckets in the sand pit, and work together well as they play. Children thoroughly enjoy outdoor play opportunities which contribute to their health and physical well-being. Children learn to become independent. They take care of their own self-care needs, such as toileting and dressing themselves for outdoor play. They spread scones with butter at snack time and pour their own drinks. Staff are well deployed to ensure that children are continuously supervised. Children move around independently and choose where they would like to play.

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Outcomes for children are good

Staff observe and assess children's level of achievement, obtain information from parents and plan effectively for their learning. Children make good progress from their individual starting points. Additional funding for children is used effectively to support children's learning in the pre-school. Children are confident and have developed great friendships. They develop a range of key skills that prepares them well for their move to school.

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Setting details

Unique reference number 256747 Local authority Peterborough Inspection number 1034679 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 52 Number of children on roll 42 Name of provider Brookside Pre-School Date of previous inspection 4 December 2015 Telephone number 07563721409

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Setting details

Brookside Pre-School was registered in 1983. The pre-school employs six members of childcare staff. Of these, all hold appropriate early years qualifications from level 2 to 5. The pre-school opens from Monday to Friday, term time only. Sessions are from 9am until midday. A lunch club is offered from midday until 1pm. 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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