Goldington Tots Pre School

Goldington Tots Pre School St. Marys Church, Church Lane, Bedford, Bedfordshire, MK41 0AP

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Inspection date

Previous inspection date 5 July 2016 12 October 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

 Since the last inspection, managers and staff have worked hard to make significant improvements. For example, they have introduced family books to help strengthen communication with parents. Staff and managers have effectively introduced new ways to promote strong communication skills in all the children. This has helped children to make good progress in their learning and development.  Children are enthusiastic and eager to learn. Staff support children to work out how they can make snails and snakes from dough. Children talk together as they compare the creatures they have made.  Children behave well in the pre-school. Staff gently remind them to share the toys and equipment. Children search for sand timers to help them measure time when they need to take turns with popular items.

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It is not yet outstanding because:

 Managers do not always make the best use of additional funding to provide carefully targeted support for individual children to help them to make rapid progress.  Occasionally, staff do not add sufficient challenge to children's activities and learning to help them rapidly move to the next stage in their learning. For example, when children offer an answer to a question, sometimes staff do not encourage children to think even more deeply, compare ideas or to think of other ways to solve a problem.  Staff do not provide a wide variety of different opportunities for children to develop their drawing and early writing skills.

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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

 make better use of additional funding to provide more targeted support for individual children to help them to make rapid progress  use every opportunity to challenge children even more to help them swiftly move to the next stage in their learning  review and enhance the opportunities children have to develop their early writing and drawing skills.

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Inspection activities

 The inspector observed activities both in the inside and the outside areas of the pre- school. She spoke to staff and children at appropriate times throughout the inspection.  The inspector held meetings with the owner and the manager.  The inspector carried out a joint observation with the manager.  The inspector looked at the evidence of the suitability of staff working with children. She looked at a range of documentation, including the safeguarding procedures, self- evaluation documentation, improvement plans and records of children's attendance.  The inspector viewed children's assessment records and planning documents.  The inspector took into consideration the views of parents spoken to on the day and as recorded in questionnaires.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Managers ensure staff confidently follow procedures put in place to protect children. All staff carry small cards containing the contact details needed to notify the appropriate agencies of any concerns. Managers use effective supervision methods to ensure that all staff are providing good quality care and education. Together, they identify training needs so that staff continue to enhance their knowledge and understanding. Highly qualified staff share and implement new ideas and strategies to help strengthen the provision. For example, extensive training focusing on children's speech and language has helped staff to extend all children's communication skills. Managers and staff work well with other professionals and outside agencies involved with children. This helps staff effectively support children who have special educational needs or disability.

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Quality of teaching, learning and assessment is good

Staff use creative ways to encourage children to listen to and to tell stories. They encourage children to use props and actions to help them act out familiar stories from around the world. Young children enjoy matching characters and pictures of food from a popular story onto three-dimensional displays. Staff accurately record children's progress. They share the information with parents and give them ideas of how to continue to help children learn at home. Children who speak English as an additional language are encouraged to build upon their emerging vocabulary. Staff learn key words and phrases that parents share with them using the language children speak at home. Children quickly learn to associate visual clues with routines, objects and resources used in the pre-school.

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Personal development, behaviour and welfare are good

Children are happy and confidently select equipment and toys that interest them. The key- person system helps children to quickly build strong and trusting bonds with the adults who care for them. Staff find out about key routines children have at home and ensure they gather information from parents about allergies and medical conditions that children may have. Staff teach children how to respect and care for living things. Children enjoy feeding a pet African snail. They carefully brush the shell with water and talk about what the snail needs to keep healthy. Staff provide an extended time for children to eat a healthy snack. This helps children identify when they are hungry or thirsty. They help prepare their snack, carefully spreading margarine onto a cracker.

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Outcomes for children are good

Children make good progress in their learning and development. When the time comes, they are ready to move on to school. Children are inquisitive and keen to learn. They learn to recognise shapes, letters and numbers. They confidently put on their coats and shoes and recognise items of their new school uniform when they dress up during role play. Children are enthusiastic and are keen to succeed in the tasks and activities they either choose or are invited to join in. They enjoy spending time in the garden. They help staff transplant tomato plants into larger pots. Others enjoy physical challenge while working out how to move through tunnels on the ground.

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Setting details

Unique reference number EY355096 Local authority Bedford Borough Inspection number 1030650 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 40 Number of children on roll 29 Name of registered person Teaching Tots Limited

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reference number

Date of previous inspection 12 October 2015 Telephone number 01234 359094 07510 598316

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reference number

Goldington Tots Pre School was registered in 2007. The pre-school employs six members of childcare staff, all of whom hold appropriate early years qualifications ranging from level 2 to level 6. The pre-school opens from Monday to Friday, during term time only. Sessions are from 9am until midday, with the option of a lunch club from midday to 12.30pm. There are also sessions from 12.30pm to 3pm on Tuesday, Thursday and Friday. The pre-school provides funded early education for two-, three- and four-year-old children. It supports a number of children who speak English as an additional language, and children with special educational needs or disability.

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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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