Saham Toney Pre School

Saham Toney Pre School Wells Cole Community Centre, Bell Lane, Saham Toney, Norfolk, IP25 7HD

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Inspection date

Previous inspection date 23 June 2016 9 July 2015

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Previous inspection: Requires Improvement

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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3

Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Staff's observations of children are variable in quality and are not used to help staff to identify children's next steps in learning. Occasionally, planned activities lack challenge and are not always closely matched to children's capabilities.  The quality of teaching is variable. Staff do not receive ongoing support to access appropriate training and professional development opportunities to help them to improve their teaching skills and knowledge.  Self-evaluation is not yet robust in highlighting all areas of practice which need to be addressed in order to maintain continued improvement.  Staff do not always enhance children's learning during freely chosen activities, or encourage them to explore their ideas and thinking further.

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It has the following strengths

 Staff accurately monitor children's progress. This helps them to identify any gaps in children's learning or in what is offered to children. These gaps are addressed effectively through targeted interventions or changes to provision.  Partnerships with parents are effective. Staff work closely with parents to share information about children's learning and development. Parents value this sharing of information and comment positively about the pre-school.  Secure procedures are in place to support children's transitions into the pre-school. This helps children to settle quickly. Children develop in confidence and quickly build good relationships with their peers and with staff.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 ensure consistency in the quality of staff's observations of children and use information gained from observations to plan targeted next steps to promote children's learning in all areas 25/08/2016

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Due Date

 support staff to access professional development opportunities to help them to improve their teaching skills, knowledge and provide consistently good quality learning opportunities for children. 25/08/2016

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Due Date

To further improve the quality of the early years provision the provider should:

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Due Date

 embed further the system for self-evaluation to accurately identify all weaknesses in practice and implement an effective, ongoing plan for how they will be addressed  make the most of opportunities to fully extend children's learning and consistently encourage children to think critically and test out their ideas.

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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 completed a joint observation with the pre-school supervisor.  The inspector held a meeting with the pre-school supervisor and provider. She looked at relevant documentation, such as the pre-school's self-evaluation and evidence of the suitability of staff working in the pre-school.  The inspector sampled a range of other documentation, including the learning and development records of children and pre-school's policies and procedures.  The inspector spoke to a small selection of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management requires improvement

The leadership and management of the setting are proactive and are committed to making continuous improvements to raise the quality of what they offer. A system of self- evaluation has been implemented in the setting. However, this has not yet been fully embedded to identify all weaknesses in practice. Staff complete some training to improve their knowledge of child protection. They show a positive attitude to continuing their professional development and highlight additional training they would like to complete. However, the leadership team does not support staff to access further training. This has led to some gaps in staff's knowledge and understanding of how to promote children's learning appropriately. The arrangements for safeguarding are effective. Secure procedures are in place to address any concerns about children's welfare. Staff demonstrate a secure understanding of how to report their concerns.

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Quality of teaching, learning and assessment requires improvement

Staff make regular observations of children's learning. However, these are variable in quality and do not always identify what children know and can do. Children's next steps in learning are not always accurately planned for. For example, staff miss opportunities to develop children's knowledge of weight and measure during a baking activity. During the activity, children are keen and eager to learn but this is not channelled effectively by staff to support their mathematical development. Nevertheless, children engage well in learning opportunities and seek to practise their skills and embed their learning. Staff play alongside children but at times miss opportunities to extend children's learning. Children enjoy playing with musical instruments. However, staff do not effectively challenge children to express their thoughts or ideas as they explore.

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Personal development, behaviour and welfare are good

Children benefit from regular outdoor play in a stimulating and interesting outdoor environment. They are provided with enjoyable opportunities that interest them and motivate them to learn. Children kick and roll balls to each other to exercise their bodies. This promotes their physical well-being. Children build secure emotional relationships with staff and engage with them throughout the day. Children are familiar with routines and listen attentively to staff. Children behave well. Staff have high expectations for children's behaviour and are consistent in the messages they give. Children are familiar with the rules and boundaries and they accurately identify the pre-school's rules. Children develop good social skills as they play alongside each other. Staff ensure that all children are involved and they adapt activities to take into account the different age range of children who attend.

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Outcomes for children require improvement

Children are not always given sufficient challenge in their learning to help them to achieve their full potential. Children are enthusiastic and motivated in their learning. Older children demonstrate their writing skills and learn to write their name. While children are supported emotionally in their transitions to school they are not always best prepared to move to school and become highly successful learners.

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Setting details

Unique reference number 254254 Local authority Norfolk Inspection number 1053901 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 26 Number of children on roll 18 Name of registered person Saham Toney Pre School Committee

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reference number

Date of previous inspection 9 July 2015 Telephone number 07749 756 831

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reference number

Saham Toney Pre School was registered in 1997. The pre-school employs four members of childcare staff. All staff hold appropriate early years qualifications at level 3. The pre- school opens from Monday to Friday during term time only. Sessions are from 9.30am until 12.30pm each day, with a lunch club from 12.30pm to 2.30pm on Mondays, Wednesdays and Fridays. The pre-school provides 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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