Alfred Rose Park Pre- School

Alfred Rose Park Pre- School Alfred Rose Park Community Centre, Dunsham Lane, Aylesbury, Buckinghamshire, HP20 2DW

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Inspection date

Previous inspection date 20 June 2016 24 June 2015

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 managers have taken strong steps to improve the quality of teaching and the overall practice of the staff and committee. This has contributed to improving outcomes for children.  All children make good progress in their development. Staff help them gain the communication, physical and social skills they need in order to move on to the next stage in their learning.  Staff work in close partnerships with parents and other professionals involved in the children's care to meet their needs. Staff regularly share information about children's progress, and help parents to support children's learning at home.  Staff have effective teaching skills and challenge children's abilities to extend their learning. Staff successfully identify those who need extra support to learn and help them catch up with the progress of others.

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It is not yet outstanding because:

 Staff do not make the most of what they know about children's families, their backgrounds and experiences, to help them learn about events in their own and other children's lives.  Staff do not always use the whole play environment to help extend children's concentration and attention. Occasionally, background noise distracts some children's focus to learn.

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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

 use information gathered about each child's individual backgrounds effectively to build on children's awareness of diversity  help children to focus during their play to extend their motivation for learning.

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Inspection activities

 The inspector observed the staff's interactions with children during daily play routines.  The inspector held a joint observation with the manager.  The inspector spoke to the manager, staff, parents and children at appropriate times throughout the inspection.  The inspector viewed a range of documentation, including self-evaluation forms, policies and procedures, and children's records.  The inspector took account of parents' views.

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Effectiveness of the leadership and management is good

The managers monitor the quality of teaching and provide regular training and guidance for staff to develop their skills to help children to make good progress in their learning. The managers regularly review children's progress and identify areas in the educational programme for improvement. For example, staff have improved how they teach children early reading and writing, and children's literacy skills have improved since the last inspection. Safeguarding is effective. The managers fully understand their roles and responsibilities, and ensure staff minimise risks to children and teach them how to keep safe. Staff know what to do if they have concerns for a child's welfare to protect them and keep them safe.

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Quality of teaching, learning and assessment is good

Staff plan appropriate challenges in children's play, based on accurate assessments of what children can do and what the children enjoy. Overall, staff help children to participate in a wide range of activities that reflects their interests. Staff regularly share information with parents about the progress their children make, and share ways to support their learning at home. Staff help children to develop good social, emotional and communication skills, and introduce early literacy and mathematical skills in routine activities. For example, staff encourage children to talk about the shape, quantity and size of fruit during their snack times and to think what words begin with the same sounds as the initial sound in the fruit names.

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Personal development, behaviour and welfare are good

Children are confident and secure in the care of the staff. Staff praise children and reassure them as they try to accomplish tasks by themselves. They ask children questions to test their ideas, explain their thinking, and use mathematical skills and their imaginations. For example, they encourage children to test banana skins in rain puddles to see if they sink or float and they pretend that the skins are sailboats. Staff help children learn to manage their hygiene, such as hand washing and independently pouring a drink. Staff help children emotionally prepare for change effectively, such as moving on to school. They provide children with a range of opportunities to find out about other people and communities beyond their own experiences.

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Outcomes for children are good

Children develop strong literacy skills. For example, they write their name on their artwork and find their name badge as part of the daily registration. Children develop a good understanding of technology. They know how to turn on and operate simple equipment. Children develop good creative skills, appropriate to their stage of development. For example, they use their imaginations to build a recycling station with bricks and pretend to be a bus driver when they use ride-on toys.

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Setting details

Unique reference number 140874 Local authority Buckinghamshire Inspection number 1020542 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 32 Number of children on roll 20 Name of registered person Alfred Rose Park Pre-School Committee

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reference number

Date of previous inspection 24 June 2015 Telephone number 0780 3555419

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reference number

Alfred Rose Park Pre-School registered in 1993. It is managed by a Board of Trustees and is a registered charity. It is located in Aylesbury, Buckinghamshire. The pre-school is open weekday mornings from 9.15am until 12.15pm, during term time only. The pre-school receives funding to provide free early education for children aged two, three and four years. The manager has a degree in early years and most other staff hold appropriate 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

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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