Benty Heath Kindergarten

Benty Heath Kindergarten Benty Heath Lane, Willaston, Neston, Merseyside, CH64 1SB

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Inspection date

Previous inspection date 16 June 2016 27 March 2012

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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 provider is ambitious. She accurately evaluates the quality of the provision, successfully engaging parents, staff and children to inform further development plans.  Children engage in a wide variety of interesting activities, which staff use to promote their development across all areas of learning. Robust monitoring systems enable staff to quickly identify if a child requires further support.  Staff have an in-depth understanding of what each child can do and use this information to successfully plan a range of challenging learning experiences. Their observations and assessments are thorough and shared effectively to engage with parents.  Children grow in self-confidence and can communicate their feelings to familiar adults and their peers. Some older children are confident in resolving disagreements between themselves. Staff provide calm, positive and consistent support to help children manage

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This provision is good

their feelings.  Children make good progress from their individual starting points. They are confident communicators and have good social skills. They are well prepared for their next stage of learning and the eventual move on to school.

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It is not yet outstanding because:

 The provider's recently introduced supervision systems have not yet been fully effective in providing targeted support to help develop the practice of all staff to an outstanding level.  Occasionally, children cannot bring their play to a natural conclusion due to the organisation of adult-led activities.

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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

 embed the systems for the supervision of staff and provide targeted support to drive the overall quality of teaching to an outstanding level  organise adult-led activities in a way that helps children to bring their self-chosen play to a natural conclusion.

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Inspection activities

 The inspector had a tour of the pre-school.  The inspector spoke to a small selection of parents during the inspection and took account of their views.  The inspector held a meeting with the provider. She looked at relevant documentation, such as the provider's monitoring systems and evidence of the suitability and qualifications of the staff working in the pre-school.  The inspector completed a joint observation with the provider.  The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff have a good understanding of the potential indicators of abuse and how to report these, with appropriate regard to confidentiality. Staff are effective in helping children to keep themselves safe and to confidently manage risks. Partnership working is well embedded in practice. Parents find the support provided by staff very helpful in promoting their children's learning at home. Staff understand the importance of working in partnership with other providers, where relevant. The provider's monitoring systems enable her to ensure that children engage in meaningful and interesting experiences that promote their development in all areas. She quickly identifies any children who are at risk of falling behind. Staff provide effective support to help children catch up with their peers.

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Quality of teaching, learning and assessment is good

Staff are experienced and appropriately qualified for their roles. They show a good understanding of how children learn. The children thoroughly enjoy their time at the pre- school. They eagerly experiment with a water pump, hose and a variety of containers to transport large quantities of water. Children's early literacy skills are well supported. Children notice, for example, the different kinds of marks they can make as they explore paint using their fingers and other tools. Staff use what they know about children from their accurate assessments. They ensure that children are challenged by the learning experiences provided. They successfully use questions and role modelling to help children begin to explore addition and subtraction. Staff have high expectations of what children can achieve. Children use their imaginations and musical instruments, exploring volume and tempo to represent how characters from a familiar story might move.

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Personal development, behaviour and welfare are good

Children are warmly welcomed into the pre-school by their key person. The key-person system is effective in helping staff to get to know children and foster their emotional well- being. Staff gather detailed information from parents as they get to know children when they first begin attending. As children prepare to move on to school, staff arrange meetings with their teachers. This helps children to become familiar with their new school. The learning environment is well resourced, comfortable and accessible. Children independently select from a range of high-quality resources. They learn to share and develop empathy and respect for others. Staff use meaningful opportunities to help children learn about the world around them. For example, children examine objects, such as money, from other parts of the world. They show care and concern for living things. Children feed the pre-school's rabbits and learn how to handle them safely. Hygiene

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Personal development, behaviour and welfare are good

routines are well embedded in practice to promote children's good health.

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Outcomes for children are good

Children make good progress in their learning from their individual starting points. They are confident and well-adjusted individuals. Children develop a sense of responsibility as they help with tasks, like tidying up or pouring drinks at snack time. They are well prepared for their next stage of learning.

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Setting details

Unique reference number EY258991 Local authority Wirral Inspection number 848413 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 30 Number of children on roll 25 Name of registered person Joanne Elizabeth Tedstone

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reference number

Date of previous inspection 27 March 2012 Telephone number 07757135429

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reference number

Benty Heath Kindergarten was registered in 2003. The pre-school employs five members of childcare staff. Of these, four hold appropriate early years qualifications at level three or above, including two with qualified teacher status. The pre-school opens from Tuesday to Friday, term time only. Sessions are from 8.45am until 3pm from Tuesday to Thursday and from 8.45am until 12.15pm on Friday. The pre-school provides funded early education for three- and four-year-old children.

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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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