Winfrith Pre-School

Winfrith Pre-School School Lane, Winfrith Newburgh, Dorchester, Dorset, DT2 8JL

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Inspection date

Previous inspection date 24 May 2016 24 June 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

 The manager and committee have made successful efforts to introduce a number of improvements. These have made a positive difference to the care and education children receive.  Friendly staff create a pleasant atmosphere where children can feel at home. Adults and children are good-humoured and there is lots of laughter throughout the day.  Children make good progress. Children who have English as an additional language do well because staff develop their language skills through skilful assessment and teaching.  Children develop a range of skills that prepares them well for school or the next stage of their education. They are confident and gain in independence because staff empower them to do things for themselves.

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It is not yet outstanding because:

 On rare occasions, staff do not help children learn as much as they could. For example, some staff do not always help children to get the maximum benefit from puzzles or other activities.  Leaders and managers do not make enough formal observations of staff teaching. This limits opportunities for staff to receive frequent developmental feedback to help them improve their skills further.

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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

 improve the quality of teaching so that all staff seize every opportunity to help children learn as much as they can  monitor the quality of teaching more frequently and provide detailed, recorded feedback to help staff improve their skills further.

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Inspection activities

 The inspector spent time observing children playing indoors and outside.  The inspector spoke with children, parents and staff.  The inspector carried out a joint observation with the manager.  The inspector met with the manager and the chair of the management committee to discuss the leadership of the pre-school.  The inspector reviewed a range of relevant documentation, including children's learning records, staff files, local authority advisory improvement planning and a range of the pre-school's policies.

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Effectiveness of the leadership and management is good

The manager and committee have worked effectively with the local authority to improve the pre-school. There is now a highly effective system of evaluation and planning in place. Many aspects of the pre-school have been changed for the better. Resources have been reorganised, for example, to enable children to easily find what they need for their play. The manager and staff have frequent opportunities to review their work and discuss their training needs. However, staff do not receive enough feedback to develop the quality of their teaching to the highest levels. The manager keeps a check of children's progress and makes sure children do as well as they can in all areas of the curriculum. Safeguarding is effective. All adults know how to protect children in their care. Supporting policies and procedures provide good guidance of the correct procedures. Parents make a meaningful contribution to the running of the pre-school through joining the committee. Parents feel

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Effectiveness of the leadership and management is good

well-informed about how well their children are doing through regular communication and sharing of learning journals. Links with the village school are good: staff liaise with teachers and children attend special events such as assemblies so they become familiar with the school setting.

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Quality of teaching, learning and assessment is good

Children do well and have fun at the pre-school. They are eager to learn and pay great attention to what staff say and teach them. Staff have a good understanding of each child's preferences and learning needs. Systems used to check how well children learn have developed over the last year. These provide a useful overview of what each child needs to learn next. Staff make sure activities are well-suited to what children need to learn. Children develop their pencil skills as they draw detailed pictures in a shady spot of the garden. They show their good team skills working together to 'cook tea' in the role play area. Staff take every opportunity to model language and encourage children's speaking skills. They supplement English with key words in children’s home languages so that children can understand and make links between the different languages.

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Personal development, behaviour and welfare are good

Staff provide a high level of care for all children at the pre-school. Children behave well. They are kind to one another and understand the need to take turns and share toys. This is because staff are clear in their explanations about sharing and because they model kind behaviour which children copy. Children readily ask for help when needed and staff are always on hand to assist. The pre-school has lots of good quality toys and equipment for children to use. Staff make very good use of the available space both indoors and outside.

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Outcomes for children are good

Children demonstrate levels of development that are typical for their age. They do particularly well in their personal, social and emotional development because of the high level of attention given to them by staff. Children requiring extra help with their learning and development do particularly well. Staff are willing to go the extra mile to support these families. They quickly pick up when children might need additional support and they work with parents and other professionals to enable children to do as well as they can.

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Setting details

Unique reference number 153448 Local authority Dorset Inspection number 1050277 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 5 Total number of places 15 Number of children on roll 9 Name of provider Winfrith Pre-School Committee Date of previous inspection 24 June 2015 Telephone number 01305 851877

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Setting details

Winfrith Pre-School registered in 1993. It is located in Winfrith Newburgh, near Dorchester, Dorset. The pre-school is open during term time only from 8.45am to 3.15pm and is closed each Monday. The pre-school receives funding for the provision of free early years education for children aged two, three and four years. The pre-school employs three members of staff, of whom two hold a relevant early years qualification.

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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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