Chrishall Preschool

Chrishall Preschool Chrishall Village Hall, Palmers Lane, Chrishall, Hertfordshire, SG8 8QW

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Inspection date

Previous inspection date 17 June 2016 24 February 2016

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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 calm manner and consistent approach of staff encourages children to use good manners and be considerate to others.  Children develop good communication skills as they take part in group sessions, talking about items they have brought in from home. Children demonstrate their understanding about taking turns in conversations as well as listening patiently to others.  The management team has implemented good processes to monitor children's progress, particularly where additional funding has been sought. These include aspects, such as what the impact is on children's learning and what, if any, follow up action is required.  Staff get to know each child attending the pre-school. They operate a key-person system so that each child and their family has a link to provide advice or support on a range of early years topics. This helps to signpost families to further support as necessary.  Good partnerships are nurtured with staff at the school that children will eventually

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This provision is good

move on to. This helps them to move on to the next stage in their education smoothly and ensures that their development and care needs are understood and planned for.  Parents report that their views are listened to. They enjoy the wide range of good opportunities they have to be involved in their children's learning. Staff and the management team reflect and evaluate on practice to promote continuous improvement.

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It is not yet outstanding because:

 Staff do not consistently encourage children, who are ready, to share their ideas and add comments about what they want to know, to the assessment process.

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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

 extend opportunities for the most able children to actively participate in sharing their developing ideas, to continue building securely on what they know and can do.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector discussed a planned activity with the deputy manager.  The inspector checked relevant documentation, including the suitability checks of all members of staff and their relevant training certificates.  The inspector reviewed reflective practice procedures used by the management team.  The inspector took account of feedback from parents.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Robust recruitment procedures help to protect children from unsuitable adults. The manager delegates efficiently and staff deployment is organised well. Since the last inspection, new handover procedures have been implemented to ensure safe processes are followed when a new committee member is appointed. Teaching practice is now monitored closely and ongoing tracking of children's progress is detailed so early intervention can provide support for all groups of children successfully. Regular supervision identifies where further training would be beneficial to support staff development. Children enjoy helpful levels of teaching interaction that enable them to make good overall progress.

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Quality of teaching, learning and assessment is good

Staff recognise that effective communication supports children to become confident in their learning. Effective processes have been introduced to enable parents to work more closely with their child's key person. Information about learning that occurs at home is used well by staff to plan activities that build on children's achievements and motivate them to discover more. Children learn about linking sounds and letters as they search for their name card when they arrive at the pre-school each morning. An interactive phonics scheme is used to help promote multisensory learning as the children sing, dance and match actions to help them link letter symbols and sounds. Older children apply these skills as they begin blending sounds to create simple words and sentences. Critical thinking is capably extended as children participate and learn to solve problems during Forest School activities. They find out how to be part of a team while building dens or

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Quality of teaching, learning and assessment is good

organising their pretend play. When climbing or creating camp fires, children learn about identifying potential risk and share their ideas about how to stay safe.

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Personal development, behaviour and welfare are good

Staff provide a varied range of healthy snack options that children help themselves to as they use the snack bar. Children enjoy daily opportunities to try foods from around the world. Staff make good use of this everyday activity, as they teach children where different types of food comes from and how it can help them to grow strong. Children's physical and emotional development are nurtured well. Staff talk with parents about specific needs and interests, actively using this information to plan personalised welcomes for each child. This helps the children to settle quickly. Plenty of descriptive praise boosts confidence and self-esteem resulting in confident children who learn to respect and show care towards others. Children discover how to move their bodies in different ways. They use a wide range of play equipment including wheeled toys, which they learn to negotiate safely to avoid bumping into each other.

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Outcomes for children are good

Children engage in their own investigations; they select books and seek out others to join in their play. Staff provide a supportive environment where children progress is regularly monitored so that they acquire a good range of skills they need for their future learning and move on to school.

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Setting details

Unique reference number 650025 Local authority Essex Inspection number 1041717 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 16 Number of children on roll 36 Name of registered person Chrishall Pre-School

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reference number

Date of previous inspection 24 February 2016 Telephone number 07817940813

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reference number

Chrishall Preschool was registered in 1999. The pre-school employs seven members of childcare staff. Of these, six hold appropriate early years qualifications at level 2 or above. The pre-school opens Monday, Tuesday and Friday from 9am until midday with an optional lunch club from midday until 1pm and Wednesday and Thursday from 9am until 3.30pm during term time. They provide funded early education for two-, 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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