U.R.C Preschool

U.R.C Preschool United Reformed Church, Ipswich Street, Stowmarket, Suffolk, IP14 1AD

p.1

Inspection date

Previous inspection date 24 May 2016 15 June 2015

p.1

This inspection: Good 2

Previous inspection: Requires Improvement

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

 The committee, manager and staff have taken positive action to improve policy and practice since the last inspection. They continually monitor the pre-school to robustly check on the quality of the provision and well-focused plans are in place to ensure continuous improvement.  Staff work hard each day to set up the pre-school room so that children enjoy free access to a very wide range of toys and resources. Outdoor play is now available daily and children are taken on outings to broaden their learning experiences. Staff are enthusiastic and ensure that learning is fun, appropriately challenging and helps children to achieve their next steps in learning.  Children build strong emotional attachments with the staff and friendships with their peers. They happily interact alongside each other as they use their imaginations, explore and learn to negotiate to keep play going.  Staff effectively support children to be emotionally prepared for their move to school.

p.1

This provision is good

They plan events, such as visits to the school and invite teachers to the pre-school to help ensure that the move to school is seamless for children.  Safety is given high priority. Hazards to children are identified and minimised, and children are taught how to promote their own safety.

p.1

It is not yet outstanding because:

 The manager's supervision of staff is not yet highly effective in supporting staff to achieve the highest level of teaching practice.  Although partnership working with parents is generally strong, there is room to enhance the way that information about children's learning is shared.

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

 make the most of staff supervision meetings to identify good practice and make suggestions for improvement, to enhance the quality of teaching skills throughout the team even further  enhance partnership working with parents to establish a highly effective system for the regular and timely sharing of information about what children are learning in the setting and at home.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector spoke with staff and children at appropriate times throughout the inspection. She completed a joint observation with the pre-school manager.  The inspector held a meeting with members of the management team. She looked at relevant documentation, such as the pre-school's self-evaluation and evidence of the suitability of staff working in the pre-school.  The inspector sampled a range of other documentation, including the learning and development records of children, the pre-school's policies and procedures and risk assessments.  The inspector spoke to a small selection of parents during the inspection and took account of their views.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff have attended training in safeguarding and they have a good awareness of how to keep children safe and ensure their welfare. Clear procedures have been implemented for the notification of changes to the committee. Recruitment procedures are thorough and the manager's monitoring means that staff continue to be suitable to work with children. The manager gathers detailed information about the progress individuals and groups of children make. This information is used effectively to ensure that children have their needs met and that any gaps in learning are quickly identified. Staff work very well with other professionals and parents when children need specific support, such as for speech and language. This helps all children to make good progress from their starting points.

p.3

Quality of teaching, learning and assessment is good

Staff support children well in their learning and plan a range of stimulating activities for them. They listen to children's ideas and preferences and this is reflected when children choose the resources for the afternoon session. Children are articulate, active learners. They are provided with good opportunities to develop their speaking and listening skills. Children gain confidence to speak in front of larger or smaller groups, as well as the ability to converse with adults and other children. Mathematical language is exceptionally well used and threaded through all activities children do. Children colour match, count and recognise numbers and measure and compare size and shape. They learn concepts such as floating and sinking as they experiment during water play. Younger children confidently explore their environment. Children practice early writing skills as they pretend to write notes and recognise their name as they self-register. Staff show genuine interest in what

p.3

Quality of teaching, learning and assessment is good

children are doing and demonstrate effective teaching that contributes to children's learning so that they are well-prepared for the move to school.

p.3

Personal development, behaviour and welfare are good

Staff gather detailed information from parents when children first start, in order to support children effectively and to help ensure they settle quickly. Children demonstrate that they feel safe. They are confident to approach staff and ask for items they want or invite them to join in their play. Staff are good role models and ensure that all children are included. Children thoroughly enjoy helping to prepare snack and learn how to handle small knives safely. Mealtimes are social occasions where staff initiate conversations and promote healthy eating. Children have daily opportunities for exercise and outdoor play in the fresh air, helping to promote their good health and physical well-being.

p.3

Outcomes for children are good

The effective use of assessment and additional funding for individual children means that staff can respond to their changing needs, resulting in all children making good progress. Children are developing key skills that help them to be ready for school. They are sociable, understand how to behave and follow simple rules, are able to manage their own care needs and are confident communicators.

p.3

Setting details

Unique reference number 251702 Local authority Suffolk Inspection number 1017245 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 24 Number of children on roll 26 Name of registered person United Reformed Church Pre-School Committee

p.4

reference number

Date of previous inspection 15 June 2015 Telephone number 07542698818

p.4

reference number

U.R.C Preschool was registered in 1992. The pre-school employs six members of staff. Of these, four hold appropriate early years qualifications at level 2 or above. The pre-school sessions are from 9am until 1pm on Monday, Wednesday and Thursday and from 9am until 3.30pm on Tuesday, term time only. The pre-school provides funded early education for two-, three- and four-year-old children.

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