Acornwood Pre-School

Acornwood Pre-School 8 Links Way, Farnborough, Hampshire, GU14 0NA

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Inspection date

Previous inspection date 25 May 2016 10 September 2013

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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 pre-school is bright, warm and welcoming. Children are keen to take part in a broad range of activities. They make choices from a good variety of play opportunities. Staff encourage children to develop their independence well.  The quality of teaching is good. The management team and staff monitor children's development effectively, which helps them to identify and address any gaps in their learning. Children make good progress and are keen to learn.  Staff establish strong partnerships with parents and other professionals, which help them to meet each child's needs. Children who have special educational needs or disability are well supported to make good progress from their starting points.  Children behave well and develop good relationships with staff. They show good manners and respect for each other.  Since the last inspection, the manager has worked hard to raise the overall standards of

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This provision is good

practice within the pre-school. She has welcomed advice and support from the local authority and aspires to make continuous improvements.

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It is not yet outstanding because:

 Children do not always have good opportunities to increase their understanding of sounds and letters.  Staff do not always encourage children to manage their own personal needs, such as by taking care of their own belongings, to help them to develop their sense of responsibility still 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

 increase support for older children to learn to match sounds and letters correctly, to support their early literacy skills further  provide even more encouragement for children to manage their own personal needs, such as by taking care of their own belongings, to help develop their sense of responsibility further.

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Inspection activities

 The inspector observed activities and staff interactions with children, including outdoors.  The inspector held meetings with the manager and spoke to staff, children and parents.  The inspector sampled a range of documentation, including children's records, safeguarding procedures, written policies and procedures.  The inspector checked evidence of staff's suitability checks, qualifications and training.  The inspector took account of the views of parents spoken to during the inspection, as well as their written comments.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The management team and staff have a good understanding of child protection issues and the procedures to follow should they have any concerns. The manager monitors staff well and provides support and guidance as required. Staff have used training to improve their teaching skills. For example, they now consistently extend children's learning in mathematics during play. Managers and staff work closely together to maintain good quality teaching and to drive improvement through effective self- evaluation. Staff gather detailed information from parents and use this well to identify starting points for children. They plan for children's learning through their clear and detailed observations.

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Quality of teaching, learning and assessment is good

Staff provide challenges and adapt planning well to support children's learning and to follow their interests. They place a strong focus on stimulating early mathematical skills through practical experiences. For example, staff help children to eagerly count their bubbles during bubble play or support them when comparing their own heights with their tall construction toys. Staff provide a wealth of opportunities for children to explore different materials and follow their imagination. For example, younger children enjoy making marks in shaving foam, while older children act out making pizzas with natural materials such as mud, grass and leaves. Staff successfully support children's speaking skills, for example, when reading stories, singing songs and saying rhymes together.

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Personal development, behaviour and welfare are good

Children settle well as staff are attentive and sensitive to their needs. They use praise and encouragement to encourage children's confidence and self-esteem. They encourage children to manage tasks for themselves. For example, children butter their own toast at breakfast time and pour their own drinks. Children have good opportunities to play in the outdoor area and enjoy regular fresh air. They are curious and eager to learn, such as when planting sunflowers and tomatoes. Staff develop children's physical skills well. For example, children ride a variety of wheeled toys or scramble up climbing equipment.

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Outcomes for children are good

All children, including those who need extra help, make good progress. Children develop a love of books, for example, as they explore the exciting range of books in the pre-school library or take books home to share with their parents. Children are learning to count and identify numbers, for example, as they count how many children are in pre-school. Children learn a range of valuable skills to prepare them for the next stage of their education, including school.

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Setting details

Unique reference number 109949 Local authority Hampshire Inspection number 1028737 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 26 Number of children on roll 24 Name of registered person Acornwood Pre-School

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reference number

Date of previous inspection 10 September 2013 Telephone number 01252 512 430

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reference number

Acornwood Pre-School registered in 1987. It operates from Southwood Community Centre in Farnborough, Hampshire. The pre-school is open from 9am to 2.45pm on Mondays and Tuesdays and from 9am to 12.45pm on Wednesdays and Thursdays during term time. There are five members of staff. Four hold relevant early years qualifications at level 3 and one is qualified at level 2. The pre-school is in receipt of funding for the provision of free early education to children aged three and four years.

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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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