Ripponden Pre School

Ripponden Pre School Community Centre, 5 Old Bank, Ripponden, Sowerby Bridge, West Yorkshire, HX6 4DG

p.1

Inspection date

Previous inspection date 9 June 2016 5 February 2010

p.1

This inspection: Outstanding 1

Effectiveness of the leadership and management Outstanding 1

p.1

This inspection: Outstanding 1

Quality of teaching, learning and assessment Outstanding 1

p.1

This inspection: Outstanding 1

Personal development, behaviour and welfare Outstanding 1

p.1

This provision is outstanding

 The manager and her highly motivated team are extremely reflective and strive for excellence. They particularly aspire for the children in their care to achieve the most they possibly can, and to have the skills for life that they need.  Children flourish in this carefully planned environment, and they have fun as they play and explore. Interactions between staff and children are excellent. Staff show a genuine pleasure in being with the children.  Children's well-being is at the heart of everything staff do. Home visits and flexible settling-in arrangements contribute to children's extremely high levels of emotional well-being. Children are confident, happy and independent in the pre-school.  Children are extremely well behaved. They are involved in developing the expectations and boundaries at pre-school. Children respond remarkably well and self-regulate their behaviour, reminding each other of the rules and routines.

p.1

This provision is outstanding

 Staff are highly qualified. Systems for reviewing the quality of teaching are extremely rigorous. The manager uses her excellent knowledge, skills and expertise to guide and support staff. Professional development is highly focused and sharply linked to children's achievements, in order to ensure that they progress rapidly.  Children's needs are met exceptionally well. Partnerships with other professionals support a highly successful, shared approach towards children's learning. This helps to ensure the very best possible outcomes for all children, including those with special educational needs.  Staff are especially focused on supporting children to acquire excellent speaking and listening skills. They provide a superb range of opportunities for children to develop and express their thoughts in a sustained and purposeful way. Staff show delight as children share their ideas, which helps to support their confidence extremely well.

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

 further develop the already rich opportunities in the outdoor areas as identified and review the impact of this on children's learning.

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 completed a joint observation with the manager.  The inspector held a meeting with the manager. She looked at relevant documentation, including the settings self-evaluation and evidence of the suitability of staff working in the pre-school.  The inspector spoke to a small selection of parents and other professionals that work with the pre-school during the inspection, and took account of their views.

p.2

Effectiveness of the leadership and management is outstanding

The arrangements for safeguarding are effective. Staff have an excellent knowledge of their role and responsibilities in keeping children safe from harm. Partnerships with parents are exemplary. Staff plan an exceedingly wide and imaginative variety of events which involves parents in their children's learning and development. For example, they organise the annual wacky races event that involves the dad's race. Parents highly value the relationships they have with staff. Parents state how they feel their children are loved and cared for at the pre-school. Meticulous systems to monitor the progress of individual children and different groups of children are used exceptionally well. This enables the manager to identify gaps swiftly and implement effective strategies to successfully support all children, including those with special educational needs. This helps to ensure children achieve their full potential. The manager identifies a desire to further develop the outdoor

p.3

Effectiveness of the leadership and management is outstanding

area, in order to extend the already excellent learning opportunities for children.

p.3

Quality of teaching, learning and assessment is outstanding

Children's high levels of curiosity and explorations are fostered extremely well. Staff greatly value and acknowledge the contributions that children make, and actively listen to their ideas and opinions. Children demonstrate excellent knowledge of the cycle of growth. They recall and accurately describe what seeds need in order to grow. As children explore a wide range of fruit and vegetables, they ponder and use their reasoning skills to work out the characteristics of the coconut. Staff are wonderfully tuned into the children's thinking as they encourage children to feel, listen and to describe what they see. Children reveal excellent language and thinking skills as they make links with what they know and triumphantly state, 'I know, it's a watermelon with hair'. Younger children demonstrate excellent listening and attention skills as they join in with group time. Older children are superbly challenged as they confidently and enthusiastically recognise, calculate and

p.3

Quality of teaching, learning and assessment is outstanding

match numbers to the characteristics of shapes. Children demonstrate remarkable knowledge of mathematical concepts. They identify complex shapes including hexagons, trapeziums and pentagons. Staff use highly skilled teaching. They encourage children to use their knowledge to identify the initial letter sounds that the shapes begin with.

p.3

Personal development, behaviour and welfare are outstanding

Parents are delighted with the excellent levels of independence their children are taught. Children learn about the importance of healthy lifestyles. They are developing first-rate knowledge of healthy foods and good hygiene routines. Children delight in being outdoors and develop their balance and coordination. All children are exceptionally proficient on the wheeled toys, with many children using bicycles with stabilisers. They are remarkably mindful of others as they negotiate safely around people and obstacles.

p.3

Outcomes for children are outstanding

Children are inquisitive and highly motivated learners. They display superb levels of creativity and imagination as they pretend to be plumbers and builders. Children are fully absorbed in their roles and collaborate beautifully with their friends. They are gaining an exceptional range of skills in preparation for school, when the time comes.

p.3

Setting details

Unique reference number 303798 Local authority Calderdale Inspection number 867495 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 2 - 4 Total number of places 24 Number of children on roll 41 Name of registered person Ripponden Pre-School Committee

p.4

reference number

Date of previous inspection 5 February 2010 Telephone number 01422 822777

p.4

reference number

Ripponden Pre School was registered in 1970. The pre-school employs six members of childcare staff. Of these, five hold appropriate early years qualifications at level 3, including two with early years professional status. The pre-school opens from Monday to Friday term time only. Sessions are from 9.15am until 3.15pm. A playscheme operates during the summer holidays.

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