Acre Wood Pre-School

Acre Wood Pre-School Gosfield School Ltd, Halstead Road, Gosfield, HALSTEAD, Essex, CO9 1PF

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Inspection date

Previous inspection date 26 May 2016 4 October 2011

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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

 Staff provide a wealth of support for children who have special educational needs or disability. They have achieved an award for their commitment to providing the extra support that children need. Staff liaise with health professionals, parents and children to help form highly effective plans that ensure their needs are met to a very high level.  Children have a wide range of opportunities to discover and learn about the world around them. They regularly take part in outdoor classroom activities at the on-site woods. Children delight in finding insects and using resources, such as magnifying glasses, to discover more about them.  Staff manage children's behaviour exceptionally well. They implement effective strategies, including the use of egg timers to support sharing skills and to encourage children to tidy up before the music finishes. Children are very aware of the pre- school's rules and they feel safe and secure with the familiar routines.

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This provision is good

 Staff form excellent partnerships with parents, and they inform them daily of their children's progress. They advise parents on how they can effectively support learning at home. Staff provide regular training sessions for parents on topics, such as school readiness and outdoor play.  The manager effectively monitors the progress of individuals and groups of children. She uses this information well to identify gaps in learning and planning. She takes swift action to implement the appropriate support. All children make good progress.

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It is not yet outstanding because:

 The monitoring of the skills of less experienced staff is not sharply focused enough to enable them to achieve and maintain a higher level of teaching practice.  Partnerships with the other early years settings that children attend are not robust enough to support a fully effective two-way dialogue about children's learning.

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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 systems for monitoring the practice and mentoring of less experienced staff, in order to support them to achieve and maintain a higher level of teaching skills  strengthen the partnership with the other early years settings that children attend, in order to promote a more effective exchange of information about children's learning.

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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 completed a joint observation with the pre-school manager.  The inspector held a meeting with the pre-school manager who is also the provider. She looked at relevant documentation, such as the pre-school's self-evaluation and evidence of the suitability of staff.  The inspector spoke to staff and children at appropriate times during the inspection and viewed children's development records.  The inspector spoke to a small number of parents during the inspection and took account of their views. She also took account of parents' views expressed in the pre- school's parent survey.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff have a good knowledge of the possible indicators of abuse and understand the appropriate action take if they have concerns about a child. Rigorous and robust recruitment procedures are in place, ensuring staff are suitable for their roles. Staff have a thorough set of policies and procedures to support their good practice. The manager evaluates the pre-school regularly. She has an excellent understanding of the current quality of the pre-school, and the improvements she wants to make. The manager and her staff team form highly effective partnerships with the nearby school teachers. They share in-depth information with them about the children to ensure their needs are fully supported as they move to school. Staff have regular training and supervision with the manager. Staff share new information back to the whole staff team to implement in practice.

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Quality of teaching, learning and assessment is good

The quality of teaching is consistently strong. The well-qualified staff have a good understanding of how children learn. They get to know children well through regular observations and accurate assessments of what they can do. Staff effectively use this information to plan activities that are based around children's individual needs and interests. Children have many opportunities to develop their physical skills. They balance on logs, take part in physical play sessions and dance to music. Staff differentiate well for children of all ages and incorporate several areas of learning into each activity. Young children develop good technology skills. They learn how to switch computers off and on, operate a mouse and use computer drawing programs to recognise shapes. Older children are learning how to use a computer keyboard. They spell out their names and type their ages using the keyboard buttons.

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Personal development, behaviour and welfare are good

Staff provide a well-resourced and stimulating environment indoors and outside. They are warm and welcoming to the children and their families, and offer regular support and advice. Children form close attachments to their key person and other staff. Staff provide outstanding support for children to manage their feelings and consider the views of others. Staff use resources, such as puppets, to support children to talk about feelings. Children develop excellent skills in understanding their own health and safety. They understand that they could choke if they put too much food in their mouths. Children have plentiful opportunities to experience fresh air and physical exercise.

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Outcomes for children are good

All children are making good progress given their starting points and capabilities. They are well prepared for the next stage in their learning, such as starting school. Children develop very good independence skills. They attend to their own care needs, and help to lay the table for snack. Children learn good mathematical skills. They count how many cups and plates they need for the number of children there are. Children learn to sound out letters and words. They are also starting to recognise words and letters in print, and write the letters of their names.

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Setting details

Unique reference number EY409763 Local authority Essex Inspection number 1042036 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 18 Number of children on roll 40 Name of registered person Acre Wood Pre-School C.I.C.

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reference number

Date of previous inspection 4 October 2011 Telephone number 07551 543482

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reference number

Acre Wood Pre-School was registered in 2010. The pre-school employs eight members of childcare staff. Of these, six hold appropriate early years qualifications at level 3 or above, including the manager with early years professional status. The pre-school opens from Monday to Friday, term time only. Sessions are from 8.30am to midday and 1pm to 3.30pm. The pre-school also runs a lunch club from midday to 1pm. It provides funded early education for two-, three- and four-year-old children. The pre-school supports children who have special educational needs or disability.

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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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