Hazelwood Preschool

Hazelwood Preschool St Peters Church Hall, Ashley Common Road, New Milton, Hampshire, BH25 5AR

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Inspection date

Previous inspection date 8 June 2016 26 September 2013

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 The managers do not have a clear picture of how well all children are progressing. This means that any differences in attainment between groups of children, such as boys and girls, are not identified and addressed.  Systems to monitor the curriculum are not yet fully embedded. As a result, there are some areas which are less well provided for than others. This means that children do not always have access to a broad range of experiences that will support them in their next stage of learning.  Arrangements for monitoring and developing staff's professional practice are not yet fully established or effective. Consequently, the quality of teaching is inconsistent.

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It has the following strengths

 The new managers have a strong drive to improve the quality of the pre-school provision and have worked hard to make changes since their appointment. These are having a positive impact on the pre-school and children’s care and learning.  Children enjoy their time at the setting. Staff know the children well and form close bonds with them. This helps children to feel settled and secure in the pre-school environment.  Parents speak highly of the pre-school. They value the support that staff provide to both them and their children. Regular information is shared with parents which helps them support their learning at home.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 improve the arrangements for monitoring children’s progress to include how well different groups of children are achieving and identify and close any achievement gaps 20/07/2016

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Due Date

 improve the monitoring of the curriculum to ensure sufficient focus is placed on all areas of learning, in particular, developing children’s understanding of the wider community and how other people live. 20/07/2016

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Due Date

To further improve the quality of the early years provision the provider should:

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Due Date

 make better use of staff supervision meetings to help staff improve their teaching and practice.

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Inspection activities

 The inspector observed the quality of teaching and the impact on children's learning both indoors and outdoors.  The inspector took into account the views of parents spoken to during the inspection.  The inspector held a meeting with the managers to discuss how they drive improvement, monitor the quality of practice and support the staff team.  The inspector carried out a joint observation with one of the managers to assess the quality of teaching.  The inspector sampled a range of documentation, such as records of the progress that children make, evidence of suitability checks for staff and child protection records.

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Effectiveness of the leadership and management requires improvement

The managers are beginning to monitor the quality of the provision and develop systems to address the actions raised at the last inspection. Improvements have been made to monitor how well individual children progress during their time at pre-school. However, systems to monitor how well different groups of children achieve are still to be developed. This means staff are not yet closely monitoring any differences in the progress children make to ensure all children are ready for starting school. The arrangements for safeguarding are effective. Staff have a secure knowledge of child protection procedures and how to keep children safe. Records are in place to demonstrate staff’s suitability. Systems for supervision have recently been reviewed to include a focus on improving the quality of teaching and learning. However these have yet to be implemented for all staff to ensure that practice is of a consistently good standard.

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Quality of teaching, learning and assessment requires improvement

There is a range of activities provided for children both indoors and outdoors, although not all areas of learning are promoted effectively. For example, children have limited opportunities to learn about the wider community around them. Consequently, older children do not achieve the same level of development across all areas in order to help prepare them for school. Staff have benefitted from recent training to support children’s language and communication skills. They listen to what children are saying and ask them questions to extend their thinking and vocabulary. Effective support for children with special educational needs means that children make progress from their starting points. Staff work successfully with outside agencies to support children in their learning. They use a range of strategies to encourage children’s interest in learning. For example, children enjoy looking at books to identify the insects they have found in the garden.

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Personal development, behaviour and welfare require improvement

Children are confident and show good levels of self-esteem. Staff provide activities that help children learn to take turns. However, children lack the opportunity to take part in activities which develop their understanding of how different people live. Children are well supported to manage their feelings. When children become upset and angry because they cannot play on a bike, staff talk calmly and quietly to them and use helpful strategies to manage their behaviour. For example, staff offer children sand timers to help them understand how long they need to wait before it is their turn.

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Outcomes for children require improvement

Children generally make progress. However, the gaps in some areas of learning mean that children do not experience the full breadth of the curriculum. Children enjoy expressing their ideas as they explore how water moves through pipes and tubes and talk about the sound that it makes. They show independence in deciding where and how they want to play. Children investigate how to build a strong wall, which will not fall down. They use their language skills and listen well. Some count and recognise numbers, while others notice shapes. Children enjoy plenty of opportunities to develop their physical skills in the enclosed garden.

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Setting details

Unique reference number 110163 Local authority Hampshire Inspection number 1048479 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 30 Name of registered person Sharron Heather Bridle

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reference number

Date of previous inspection 26 September 2013 Telephone number 07974 630248

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reference number

Hazelwood Pre-School is privately owned and has been registered since 1963. It operates from a church hall in Ashley, near New Milton, Hampshire. The pre-school is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. The pre-school receives funding for the provision of free early education for children aged two, three and four years. The group opens at 9.15am, five days a week during school term time. On Mondays, Wednesdays and Fridays, the pre-school closes at 3pm; on Tuesdays at 12 noon; and on Thursdays at 1pm. A total of eight staff work directly with the children, of whom seven hold relevant early years qualifications.

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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

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