Abbey Pre School

Abbey Pre School Lincoln Baptist Church, Croft Street, LINCOLN, LN2 5AX

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Inspection date

Previous inspection date 6 July 2016 16 October 2013

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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 quality of teaching is good. Staff have a very good understanding of how children learn and develop. They plan activities that are responsive in meeting children's individual care, learning, and development needs.  All staff have high expectations of what children can achieve. Where children's starting points are below those of other children their age, assessments show they make continuously good progress and gaps in their learning are closing.  The well-qualified manager is special educational needs trained. She has established successful relationships with other childcare professionals. As a result, children with special educational needs or disability receive excellent individualised support.  Staff are kind, calm, and effective role models. Children play cooperatively, treat each other with respect, share well, and understand what staff expect of them. This, as well as good relationships with parents, helps children to feel safe and secure.

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This provision is good

 The manager uses effective systems to monitor the achievements of different groups of children. This helps her to quickly identify where children may be slow to develop. Staff swiftly address any gaps by planning and matching activities that motivate and interest children.

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It is not yet outstanding because:

 Staff do not fully reflect on the different ways in which children like to learn.  Staff do not make the best use of information gained from parents about their children's interests and achievements at home.

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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

 focus more precisely on the different ways in which children like to learn to provide them with further experiences that highly stimulate and offer them greater challenge  use information gained from parents about their children's interests and achievements at home to plan even more precisely for children's next steps in learning to increase the potential for children to achieve at their highest possible level.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outside and assessed the impact this has on children's learning.  The inspector conducted a joint observation with the manager.  The inspector held a meeting with the manager, deputy manager and the Pre-School Learning Alliance cluster manager.  The inspector spoke with managers, staff, and children at appropriate times throughout the inspection.  The inspector looked at the assessments of children's progress and the planning documentation.  The inspector checked the evidence of the suitability and qualifications of the staff and discussed the pre-school's self-evaluation form and improvement plans.  The inspector took account of the views of parents and the setting's local authority early years consultant spoken to on the day of inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Safe recruitment procedures are used to check staff are suitable to work with children. All staff are trained in child protection. They know the correct procedures to follow to report any concerns they have about a child's well-being or safety. Highly effective relationships with other agencies, such as the adjoining children's centre are in place. This helps to ensure all children, including those for whom the setting receive additional funding, get any additional support they require. Staff receive good quality coaching and are supported well by the leadership and management team. Effective methods of checking on staff performance help to improve the quality of their practice. Staff contribute to and are fully involved in implementing the pre-school's plans for improvement. They effectively evaluate the impact these improvements have on children's learning and development.

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Quality of teaching, learning and assessment is good

One-to-one and group activities are suitably planned to promote children's next steps in learning. Staff effectively use the information gathered from parents to put in place any additional support children may need before they start at pre-school. Staff observe and sensitively listen to children. They adapt the activities well, enabling younger and older children to participate easily. Children enjoy exploring different textures, such as paint and coloured rice, they feel it with their hands and use a range of simple tools effectively. Staff use these activities to develop children's counting skills and introduce them to other mathematical concepts, such as shape, quantity, and positional language. Staff know these types of activities also help develop the small-muscle skills needed for early writing. Younger children and those who speak English as additional language listen intently to stories. They point to items in the book and clearly repeat the English words they hear.

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Personal development, behaviour and welfare are good

Staff recognise, value and promote equality and diversity throughout all aspects of their work. Children naturally learn about and respect each others' differences and those of other people and communities who attend the pre-school. Staff acknowledge children by their first name as they join an activity. This helps to give children a strong sense of belonging and form positive relationships with staff and their friends. Successful links with the local nursery school and special educational needs provision help staff to prepare children emotionally well for the next stages in their learning. Parents comment highly about staff and the pre-school provision and truly value the help and support they receive.

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Outcomes for children are good

Children recognise familiar words, such as their own name cards. They use these to self- register their attendance in the morning and at snack time. Older children enthusiastically sing, 'It's pouring' in response to hearing a member of staff say the cornflour and water mix, being dripped from a height, looks like it is raining. This demonstrates they are developing good listening and attention skills as they respond to what others say while engaged in another activity. These key skills prepare children well for the next stage of their education.

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Setting details

Unique reference number EY459455 Local authority Lincolnshire Inspection number 1028414 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 20 Number of children on roll 23 Name of registered person Pre-School Learning Alliance

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reference number

Date of previous inspection 16 October 2013 Telephone number 07703 738636

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reference number

Abbey Pre School registered in 2013 and is managed by the Pre-School Learning Alliance. The pre-school employs four members of childcare staff. Of these, all hold appropriate early years qualifications. One holds an early years foundation degree at level 5, one holds a qualification at level 4 and two hold qualifications at level 3. The pre-school opens from Monday to Friday, term time only. Sessions are from 9.15am until 12.15pm. The pre- school provides funded early education for two-, three-, and four-year-old children. It supports children with special educational needs or disability and children who speak English as an additional language.

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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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