Hopscotch Pre-School

Hopscotch Pre-School Village Hall, Moira Dale, Castle Donington, Derby, Derbyshire, DE74 2PJ

p.1

Inspection date

Previous inspection date 17 May 2016 17 March 2011

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Children are happy, settled and confident. They form good attachments with staff. Children demonstrate that they are comfortable in their surroundings.  Children make good progress in their development. Staff ask questions, provide new words and help them to recall events in their lives. Children speak clearly and interact confidently with others.  Staff effectively adapt activities for children who speak English as an additional language, so that staff can help them progress in their learning.  Staff give effective support to children's personal development, behaviour and welfare. Staff provide clear explanations that help children know what is expected.  Children show high levels of confidence in social situations and an eagerness to learn.  Staff establish effective partnerships with parents, external agencies and other early years providers. Children receive consistent support, which contributes to meeting their

p.1

It is not yet outstanding because:

 Although staff complete assessments of children to identify their next steps in learning, they have not fully established systems that provide a regular check on children's progress.  Group activities, such as morning registration, story times and focused activities, are not consistently well organised. Staff do not always sufficiently focus on extending children's listening and concentration skills to a higher level.  Staff do not consistently provide clear messages that help promote children's understanding about healthy eating.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 strengthen systems of assessing children's progress, in order to consistently reflect regular assessments of their achievements and fully support their ongoing learning  review the organisation of group activities and enhance the opportunities to effectively extend children's listening and concentration skills even more  extend the opportunities for children to learn about the different ways that helps them to be aware of healthy eating.

p.2

Inspection activities

 The inspector spoke to the children and staff at convenient times throughout the inspection. She also held discussions with the provider and pre-school leader.  The inspector observed activities indoors and outside, including snack and group times.  The inspector carried out a joint observation with the provider.  The inspector looked at children's assessment and learning records, as well as planning documentation.  The inspector spoke to some parents during the inspection and took account of their views.  The inspector checked evidence of the suitability and qualifications of staff working with the children. She sampled some of the policies and procedures and the pre- school's action plan.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. Management and staff regularly update their knowledge of child protection issues. There are robust recruitment and vetting procedures in place that ensure only those suitable to work with children do so. The provider self-evaluates effectively in most areas. She has involved the staff, parents and children in this process. She has addressed the recommendation from the previous inspection. Parents are now actively involved with their children's learning. They contribute to their children's initial assessments and regularly share their achievements from home. The manager meets regularly with staff to provide support and develop their knowledge. Staff attend regular training that helps improve their teaching skills further. For example, following training, staff plan learning opportunities to better support children's language skills.

p.3

Quality of teaching, learning and assessment is good

Staff are experienced and passionate about their role. They provide a wide range of challenging activities that helps children think. Overall, teaching is good. Staff enhance children's problem-solving skills through many opportunities. For example, children eagerly explore sand and water using their fingers and a wide variety of tools. They fill and empty containers and make long and short lines as they paint the wall. Staff inspire children through their positive interaction and receptive approach to their ideas. They promote children's understanding of the world effectively. For example, they take children on nature walks around the adjacent field. Staff encourage children to use their small-muscle skills in various ways. For example, children use a variety of tools to cut and roll as they make butterflies out of play dough.

p.3

Personal development, behaviour and welfare are good

A stimulating learning environment keeps children excited and involved in their self-chosen play. Staff promote children's independence through different ways. Children move around the playroom at ease, choosing who and what they want to play with. They are learning to do things for themselves. Staff know the children well and understand their needs effectively. Younger children especially benefit from the calm and caring environment staff provide. Children develop good social skills and relate well to the people around them. They consider each others' feelings and play cooperatively together. Children learn about keeping themselves safe. They enjoy exercise every day. Staff encourage children to follow good hygiene procedures. There are positive links with children's future schools. Staff help children to be aware of the changes in preparation for moving on.

p.3

Outcomes for children are good

All children make good progress, given their starting points. Children are motivated and have a positive attitude to learning. They learn important skills for school, such as how to solve problems and to try again if they do not succeed. Children become self-assured communicators. They eagerly join in with activities and gain confidence in their speech and expressing their views. Children are developing good early literacy and mathematical skills. They are learning to write their names and recognise numbers, and enjoy looking at books.

p.3

Setting details

Unique reference number EY263357 Local authority Leicestershire Inspection number 848452 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 26 Number of children on roll 36 Name of registered person Fiona Elizabeth Spencer

p.4

reference number

Date of previous inspection 17 March 2011 Telephone number 07926023857

p.4

reference number

Hopscotch Pre-School was registered in 2003. The pre-school opens Monday to Friday, during term time only. Sessions times on Monday and Tuesday are from 9am until 3pm, and on Wednesday to Friday are from 9.15am until 12.45pm. There are seven members of staff. Of these, three hold an early years qualification at level 2, 3 or 4. The provider has a foundation degree in child and youth studies. The pre-school provides funded early years education for two-, three- and four-year-old children. They support children who speak English as an additional language.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

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

p.5