Huby And Weeton Preschool

Huby And Weeton Preschool Almscliffe Hall, Harrogate Road, Huby, Leeds, LS17 0EG

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Inspection date

Previous inspection date 18 May 2016 21 May 2015

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This inspection: Good 2

Previous inspection: Requires Improvement

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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

 Self-evaluation is fully embedded in practice. A culture of continuous improvement has been adopted by all, with full support of the committee who are very aware of their roles and responsibilities.  There is a well-established key person system; staff know their children well and understand their capabilities.  Targeted support is in place for children with identified needs and staff are proactive in making links with other professionals involved. They work well together to ensure the children and their families get the required support.  Children are confident and independent learners and benefit from a broad range of activities and resources. They are making good progress as a result.  Children's behaviour is exemplary because staff are positive role models and encourage children to develop care and concern for others.

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It is not yet outstanding because:

 Assessment arrangements do not extend to monitoring a wide range of different groups of children. This means key areas are not always fully identified so staff know where to focus their teaching to further support children's learning and development.  Arrangements to work in partnership with other providers are not fully established to gain a full picture about children's learning across the different settings they attend.

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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

 build on the assessment arrangements to identify any gaps in the learning and development of specific groups, and support them to make the best possible progress  consider ways of sharing information about children with other providers they attend to gain a broader picture of children’s learning on which to build upon.

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Inspection activities

 The inspector observed children taking part in a range of activities both indoors and outdoors.  The inspector observed the quality of care and teaching and assessed the impact this has on children's learning, development and welfare.  The inspector spoke with members of staff, the committee and children, at appropriate times during the inspection and held a meeting with the manager of the provision.  The inspector carried out a joint observation with the manager.  The inspector took account of the views of parents and carers spoken with on the day of inspection.  The inspector looked at children’s records, planning documentation, evidence of the suitability of staff working in the provision and a range of other documentation, including policies and procedures.

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Effectiveness of the leadership and management is good

Safeguarding is effective. This is given high priority, with staff following correct procedures where they have concerns. Safer recruitment and a well-thought-out induction programme ensures staff are suitable and have the required skills. Staff have worked hard to drive improvement with clear direction from the manager and the support of the committee. Robust systems are now in place to monitor the quality of teaching and previous weaknesses have been addressed through training. This has also led to wide ranging improvements in planning and assessment and improved outcomes for children. However, there is still scope to make better use of assessment and draw even more information from it to further inform teaching and planning.

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Quality of teaching, learning and assessment is good

Accurate and robust assessments are used well to inform planning and teaching. Timely interventions by staff extend children’s learning. They build on children's communication and language skills and introduce mathematical concepts. Staff plan for children's next steps in their learning to ensure they remain challenged and reach their full potential. As a result all children make good progress and have firm foundations for future learning. Staff work hard to involve parents in their child's learning and keep them well informed about progress through a variety of means. Partnerships with schools are well established and aid transitions. However, where children attend more than one setting, partnership working is less well considered, particularly in terms of sharing information to complement children’s learning.

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Personal development, behaviour and welfare are good

Children show an awareness of others as they negotiate well and share resources. They are encouraged to learn about managing risk and make safe choices. They have an increasing awareness of their own needs, which they attend to well, asking for support as required. They learn about their local and wider community and enjoyed a trip to Knaresborough on the train. Key persons ensure that children are emotionally well prepared for the next stages in their learning and an emphasis on individualised settling-in procedures helps support this. This considered approach leads to well-established, secure relationships and confident children who are ready and eager to learn.

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Outcomes for children are good

Children busy themselves in the broad range of learning experiences and make choices about how they spend their time. They are motivated to learn because staff carefully plan activities that interest them. Children use their imaginations well as they care for patients in the doctors' surgery. They make lists of the things they need and count how many patients are waiting to be seen. They bring resources from other areas to support and extend their play, such as books for patients to read while they wait. Staff demonstrate how targeted support is helping children to quickly catch-up where behind. Equally staff take account of those whose starting points are higher on entry and ensure that these children remain focused and challenged and continue to excel.

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Setting details

Unique reference number EY435800 Local authority North Yorkshire Inspection number 1031717 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 24 Number of children on roll 23 Name of registered person Huby and Weeton Preschool

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reference number

Date of previous inspection 21 May 2015 Telephone number 07815678338

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reference number

Huby and Weeton Pre-school was registered in 2011. The pre-school employs four members of childcare staff. All hold appropriate early years qualifications at level 3. The pre-school opens from Monday to Friday during school term times. Sessions are from 9.15am to 1.15pm Monday and Thursday, and 9.15am to 12.45pm Tuesday, Wednesday and Friday. The pre-school provides funded early education for two, three- and four-year- old children.

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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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