Topsy Turvy Pre-School

Topsy Turvy Pre-School Topsy Turvy Pre-School, Main Street, Weston Turville, AYLESBURY, Buckinghamshire, HP22 5RW

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Inspection date

Previous inspection date 16 May 2016 20 May 2013

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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

 Children enjoy attending the pre-school, where they have fun. Staff provide attractive, stimulating and accessible learning, indoors and outdoors.  Staff have a good knowledge and understanding of how children learn and develop. All children make good progress in their learning and development.  Staff develop trusting partnerships with parents and other people involved in the children's lives. Parents speak highly of staff, and they particularly praise the exciting activities they offer.  The manager and staff have an accurate view of the good service they provide for children and their families. Effective self-evaluation successfully involves the views of children, parents and staff, to improve the quality of the provision further.  Children behave well and learn good manners. Staff offer praise and encouragement, such as to build on children's confidence and support their emotional well-being.

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It is not yet outstanding because:

 Staff do not always engage all parents in their children's learning from the start, or share further ideas to help parents guide their children's learning at home.  The manager has not yet implemented systems to monitor the progress of different groups of children, to help build further on their already good progress.

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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

 develop further ways to engage all parents in their children's learning from the start, and share further ideas to help parents guide their children's learning at home  continue to embed monitoring systems to identify precisely any differences in progress made by groups of children and to help inform future planning.

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Inspection activities

 The inspector observed activities in the main hall and garden.  The inspector held discussions with children, parents and staff.  The inspector undertook a joint observation with the manager.  The inspector looked at observation files, monitoring systems, the self-evaluation form and a selection of other relevant policies, including children's records.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Staff have a good understanding of child protection procedures, including how to support children's welfare. They ensure that children are safe and secure across the environments they use. Rigorous recruitment procedures are in place for the staff working directly with the children. The newly appointed manager is very motivated. She supervises staff closely and monitors their ongoing performance, to enhance teaching practices. Staff benefit from training opportunities to develop their professional knowledge and skills. The manager monitors individual children's progress, to identify where they may require extra support to catch up in their learning and development.

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Quality of teaching, learning and assessment is good

Staff have a good understanding of the early learning goals and they effectively plan, assess and identify the next steps for children's individual learning. Staff use effective teaching skills. For example, they skilfully question children to extend their thinking, understanding and vocabulary. Children learn to speak confidently and express their thoughts. For example, children enjoy sharing their own experiences and ideas, while in small group sessions. Children develop good imaginations. For example, they engage in role play activities and enjoy acting out storylines. Staff support children who have special educational needs and those who are learning English as an additional language. They work closely with parents and other professionals involved in the children's lives to successfully complement their learning.

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Personal development, behaviour and welfare are good

Staff have a caring approach and help children to settle and develop a strong sense of belonging. Children are sociable and they engage in meaningful play with one another. For example, they understand the need to take turns, share, and have a developing understanding of what is right and wrong. Children make good progress in physical development. For example, they effectively use coordination skills to fill containers in the mud kitchen, and climb and balance on apparatus. Children learn about the wider world. For example, they enjoy visiting the park and observe the wildlife around them. They follow good hygiene routines and enjoy a variety of healthy snacks.

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Outcomes for children are good

Children develop a good range of skills that prepare them well for the next stages in their education. For example, older children learn to write for a purpose, enjoy stories and use books to find out information. Children begin to recognise their name, letters and the sounds they make. Children have good opportunities to develop their mathematical skills, such as to count, recognise colours, numbers and shapes, and enjoy sorting and matching activities. Children develop good independence skills for school.

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Setting details

Unique reference number EY455673 Local authority Buckinghamshire Inspection number 1028684 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 - 5 Total number of places 30 Number of children on roll 36 Name of registered person Topsy Turvy Pre-School

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reference number

Date of previous inspection 20 May 2013 Telephone number 01296612859

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reference number

Topsy Turvy Pre-school registered in 2012. It is located in Aylesbury, Buckinghamshire. It is open every weekday morning from 9am to midday, and on Monday, Tuesday and Thursday from 9am to 3pm, during school term times. The provider is in receipt of funding for the provision of free early education for children aged two, three and four years. The provider employs eight staff, four of whom hold appropriate qualifications in childcare and education at level 3. One member of staff is working towards a relevant childcare qualification.

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reference number

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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reference number

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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reference number

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reference number

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reference number

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

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