Hop, Skip and Jump Pre- School @ Christchurch Sumner Road

Hop, Skip and Jump Pre- School @ Christchurch Sumner Road Sumner Road, Croydon, Surrey, CR0 3LJ

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Inspection date

Previous inspection date 20 May 2016 14 May 2013

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Children's behaviour is not well supported. Staff do not always make their expectations clear or manage children's behaviour consistently.  Management does not ensure that all adults working with the children have a good understanding of the policies and procedures.  The quality of teaching is inconsistent. Staff do not always interact with children well enough during activities and daily routines to help them make good progress in their learning. Staff miss opportunities to extend children's language development.  Staff do not make the best use of the time available for children to play. At times, children are left waiting too long and become bored.

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It has the following strengths

 Overall, children are happy and enjoy their time at the pre-school. Staff are welcoming and caring towards the children, so they are settled and develop self-confidence.  Partnerships with parents are successful. Parents speak highly about the staff and the care that children receive. Parents feel well informed and are fully involved in contributing towards their children's ongoing progress.  Staff provide a warm and welcoming environment. Children are able to access a variety of play experiences that interest them.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and the Childcare Register the provider must:

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Due Date

 ensure children's behaviour is managed in a positive and consistent way 18/06/2016

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Due Date

 ensure all adults working with the children have an up-to-date knowledge of the policies and procedures 18/06/2016

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Due Date

 raise the quality of teaching to a consistently good level so all children receive sufficient challenge to help them make good progress in their learning and development. 30/06/2016

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Due Date

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

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Due Date

 improve the organisation of the daily routine, to reduce the amount of time that children have to wait, without being occupied, when they are moving between activities  improve the effectiveness of self-evaluation to identify and address all areas for improvement.

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Inspection activities

 The inspector spoke to the manager, staff and volunteer at appropriate times throughout the inspection.  The inspector engaged with the children at appropriate times during the inspection.  The inspector observed staff interaction with children during indoor and outdoor play, as well as during snack and hygiene routines.  The inspector engaged in a joint observation with the manager.  The inspector sampled various documents, including risk assessments, the self- evaluation form, and a range of policies and procedures.

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Effectiveness of the leadership and management requires improvement

Safeguarding is effective. Staff update their safeguarding knowledge regularly, such as through appropriate training. However, management does not ensure that all adults working with the children have a good knowledge of the policies and procedures. Management has ambitions to raise the quality of the setting and support staff to develop their practice, although this is not embedded. In addition, management has not used evaluation effectively to identify all areas for improvement. The manager and staff monitor children's development, highlighting areas where children need extra support. They implement strategies to close any gaps in learning, working closely with parents and other professionals.

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Quality of teaching, learning and assessment requires improvement

Staff know children well and identify their individual interests and next steps in learning through observation and assessment. Staff support children to make steady progress and to develop some skills required for starting school. Some staff engage children effectively in enjoyable and exciting activities. For example, children enjoyed washing their 'babies' in the water tray. However, the quality of teaching is variable across the staff team. Staff do not always use learning opportunities well enough to challenge children's thinking and extend their communication skills. Partnerships with parents are secure. Staff share children's progress with parents, involving them in their children's learning, such as through parents' meetings, information evenings, outings and coffee mornings.

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Personal development, behaviour and welfare require improvement

Some staff do not manage children's behaviour consistently well. At times, changes in daily routines and activities are not organised effectively. Some staff do not make their expectations clear to children; they often give instructions without explaining why. Children wait for long periods, become disengaged, and occasionally their behaviour deteriorates. Nevertheless, a strong key-person system supports children's emotional well- being effectively. Children are confident and eager to talk about what they are doing. Children enjoy healthy snacks and plenty of opportunities for fresh air and exercise. The organisation of trips, for example, expands children's involvement in the wider community.

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Outcomes for children require improvement

Children develop some skills that prepare them for their next stage of learning. They are confident and articulate their feelings well. Children develop their numeracy and literacy skills. They know the letters of the alphabet, form recognisable letters, and some children write their own name. Children have opportunities to become independent. For example, they are encouraged to put on their own coats and shoes, and to manage fastenings.

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Setting details

Unique reference number 402933 Local authority Croydon Inspection number 1028591 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 26 Number of children on roll 27 Name of registered person Folly's End Fellowship Trust

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reference number

Date of previous inspection 14 May 2013 Telephone number 07748107766

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reference number

Hop, Skip and Jump Pre-school @ Christchurch registered in September 2001. The pre- school operates in West Croydon, in the London Borough of Croydon. It opens Monday to Friday from 9.15am to 12.15pm during school term time. The pre-school receives funding for the provision of free early education for children aged two, three and four years. There are five members of staff, four of whom have a level 3 childcare qualification and theHead of the pre-school who has a level 4 qualification in childcare.

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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

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

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