Park Keepers Pre-School

Park Keepers Pre-School Building 442, Heyford Park, Camp Road, Upper Heyford, BICESTER, Oxfordshire, OX25 5LJ

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Inspection date

Previous inspection date 25 May 2016 11 February 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

 Staff know children very well. They tailor a range of activities using children's interests to promote their learning. All children make good progress from their starting points.  Staff talk to parents daily and provide a range of informative materials for them. They share children's developmental journeys with parents for example, which helps them support their children's learning at home.  Staff promote strong values. They teach children to respect each other, be kind and share. They help children build a sense of who they are and appreciate differences and similarities between themselves and other people.  The owner/manager embraces the views of parents, staff and children to evaluate accurately the strengths and weaknesses of the setting. She has identified areas in teaching practice upon which to build further.

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It is not yet outstanding because:

 Staff do not consistently help children to think through and investigate how some things work, to help them find solutions to their problems.  Staff do not build on children's understanding of mathematical language. For example, they missed opportunities during activities to extend children's counting skills and to help them learn and talk about position, such as underneath, below, inside and behind.

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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

 help children to think and explore to challenge their own understanding of how things work  extend children's mathematical skills, to help them build on their understanding and use of mathematical language.

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Inspection activities

 The inspector observed children's play and learning during the inspection.  The inspector sampled a range of documentation, including children's developmental records, the setting's key policies and procedures, and the self-evaluation.  The inspector conducted a joint observation with the manager and discussed the findings.  The inspector took account of parents' views through discussions with parents during the inspection and through feedback forms.

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Effectiveness of the leadership and management is good

The manager has high expectations of her staff team and recognises existing good practice. She analyses data about children's progress and identifies areas to improve. For example, the manager has provided coaching to help staff improve their teaching skills. The manager encourages staff to embrace opportunities for professional development, such as achieving higher qualifications. Staff value and make good use of information from parents and other professionals, which they use to monitor children's progress effectively. The manager oversees the planning for each child, to ensure staff extend and challenge their learning. Safeguarding is effective. The manager implements good recruitment processes that are thorough. She ensures staff have a good knowledge to protect children's welfare and are alert to changes in their behaviour to keep them safe.

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Quality of teaching, learning and assessment is good

Staff are skilled in engaging children and helping them share resources with others while they play. For example, staff encourage pre-school children to look for bugs in the garden and examine them with magnifying glasses. Staff help children feel confident; for example, they give babies affectionate cuddles while they read them story books and encourage them to handle toys. Staff promote children's speaking skills well; for example, they provide toddlers with very good descriptive language as they play to help build their vocabulary. Staff help children listen to, recognise and practise the sounds of letters. They help children to recognise and write the letters of their names.

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Personal development, behaviour and welfare are good

Staff help children gain independence skills, such as pulling up zips on their clothing and putting on boots for outside play. They teach children rules that help to keep them safe and manage some risks, such as when they climb on apparatus. Staff successfully promote children's good health. For example, they teach children how to take care of their teeth and to follow good hygiene practice. They help children learn about healthy foods, and to eat freshly cooked, balanced meals. Staff provide a range of physically challenging activities to keep children moving in a range of different ways.

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Outcomes for children are good

Children are enthusiastic learners. They are confident and motivated to learn. For example, they enjoy taking part in the interesting activities. They are good communicators, listen to stories and enjoy action rhymes and songs. Children show an interest in books and learn to recognise familiar words, such as their name. Children are developing a good range of skills in preparation for their next stage of learning and their move to school.

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Setting details

Unique reference number 403369 Local authority Oxfordshire Inspection number 1027867 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 4 Total number of places 60 Number of children on roll 68 Name of registered person Deborah Brock

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reference number

Date of previous inspection 11 February 2013 Telephone number 01869 233800

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reference number

Park Keepers pre-school registered in September 2001. It is situated in Upper Heyford, Oxfordshire. The pre-school operates from 8am until 6pm, all year round. All staff hold a childcare qualification at level 2 or above.

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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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