Whittington Pre-School Group

Whittington Pre-School Group The Village Hall, Church Lane, Whittington, Worcs, WR5 2RQ

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Inspection date

Previous inspection date 20 June 2016 28 September 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 and staff are ambitious, have high expectations and are addressing areas for improvement in a timely way. The good use of well-focused development plans is having a positive impact on the outcomes for children.  Children arrive eager to take part in activities. They confidently make choices about what they would like to do and play happily with their friends.  Staff share precise information with parents about children's ongoing development. They also suggest ideas about how learning can be further enhanced at home. Parents are delighted that their children have settled so well at the pre-school and are very pleased with how approachable, dedicated and supportive the staff are.  Staff are good role models and encourage children with lots of praise for their efforts and achievements. Children are well mannered and polite and are sensitively supported to share, take turns and show kindness and respect.

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This provision is good

 Staff work very closely with other settings and relevant professionals. This promotes a collaborative approach and helps children's ongoing progress in the pre-school and elsewhere.

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It is not yet outstanding because:

 Staff are not making the most of opportunities to support children to enhance their physical skills.  Managers and staff have not fully considered different ways to raise the quality of their skills and knowledge to an even higher level.

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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

 build on the experiences provided to help children to strengthen their physical skills even more  extend on ways to enrich staff's professional development, increasing the potential to deliver the highest-quality provision and excellent outcomes for children.

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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 jointly observed and discussed the teaching and learning activities provided with the managers.  The inspector held meetings with the pre-school's managers. She looked at relevant documentation, such as the self-evaluation and evidence of the suitability of staff working in the pre-school.  The inspector took account of the views of parents included in their written feedback to the pre-school and spoke to children at appropriate times during the inspection.

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Effectiveness of the leadership and management is good

Well qualified and very experienced managers and staff are working very well together. They seek and act on the views of parents and are making the most of the advice and support from other professionals to improve the provision further. Staff's practice and children's progress are effectively monitored. This helps to promptly identify any gaps in children's learning and adapt and improve practice, especially for children who have special educational needs or disability. Staff are making good use of additional funding to meet children's individual needs and support their good progress. The arrangements for safeguarding are effective. Staff keep abreast of changes and are confident in the actions to take should a child be at risk of harm or abuse.

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Quality of teaching, learning and assessment is good

Staff have a good knowledge of how children learn and develop. They use regular observations well to support accurate assessments and identify children's next steps in learning. Staff complete clear records, including the progress checks for those aged between two and three years, to help them track children's good progress and identify when early intervention is needed. The quality of teaching is of a high standard. Staff skilfully ask questions and talk to children in detail about what they are doing. Older children are helped to form letters and younger children experiment with marks they make with different materials. Mathematics is well promoted and staff use lots of different opportunities, encouraging children to use numbers and counting as part of their play.

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Personal development, behaviour and welfare are good

Staff provide a welcoming and well-planned environment where children's safety and welfare are effectively fostered. Resources are easily accessible and carefully matched to suit the ages and abilities of children attending. Gentle reminders from staff help children to understand how to use space and resources in a safe way. Key persons are kind and caring towards children and successfully support their emotional well-being. Consistent routines and clear boundaries help children to know is expected of them. Children make lots of choices and become increasingly independent in taking care of themselves. They wash their hands after playing outside and carefully select items from their lunchboxes. Staff sit with the children at mealtimes, talking with them about their healthy selections. Furthermore, children enjoy focused activities and are carefully supervised to cut their chosen fruit and place on skewers as they make kebabs to take home.

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Outcomes for children are good

Children are motivated learners, who confidently explore, follow their own interests and try out new experiences. Outside, they make 'meals' in the mud kitchen while others watch, cheer and wait for their turn as their friends knock down the skittles. Inside, they enjoy selecting from a variety of dressing-up outfits, acting out scenarios with the train track and using varied materials to make pictures and create collages. Overall, children are making good progress given their starting points and are well prepared for the next stage in their learning and the eventual move on to school.

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Setting details

Unique reference number 205326 Local authority Worcestershire Inspection number 1029527 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 32 Number of children on roll 56 Name of registered person Julie Morgan and Beverly Bradley Partnership

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reference number

Date of previous inspection 28 September 2015 Telephone number 01905 351313

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reference number

Whittington Pre-School Group was registered in 1985. The pre-school employs nine members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3. The pre-school opens from Monday to Friday during school term time. Sessions are from 9am until 2.45pm. The pre-school provides funded early education for two-, three- and four-year-old children. Support is provided for children who have special educational needs or disability. There are close links with the local school.

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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

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

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