Patchway Centre Pre-School & Tots

Patchway Centre Pre- School & Tots Patchway Community Centre, Rodway Road, Patchway, Bristol, Avon, BS34 5PF

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Inspection date

Previous inspection date 12 July 2016 5 November 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

 Children make good progress in relation to their starting points. Staff use their observations and assessments well to identify gaps in learning and plan activities that support individual children's learning. The managers monitor the effectiveness of the learning programme well to ensure consistency in staff practice.  Children with special educational needs receive good support. Staff work closely with other professionals to plan activities that help to narrow the gaps in their learning.  Children are very confident and have good self-esteem. They are lively and inquisitive, and have a good understanding of boundaries and expectations. Children show through their actions and behaviour that they feel emotionally secure.  The management team shows strong commitment to achieving and sustaining good quality outcomes for children. Effective self-evaluation leads to action plans for ongoing improvement, which managers monitor closely to identify the impact on children's

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This provision is good

learning. They have addressed weaknesses identified at the last inspection well.

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It is not yet outstanding because:

 Activities and resources that teach children about technology lack challenge for the older age group.  Staff do not consistently gain feedback from all parents about their children's achievements and learning at home, to better plan for children's continued learning.

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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

 provide more challenge for older children to learn about technology  encourage parents more to share information about learning at home, to better inform the planning for their children's continued progress.

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Inspection activities

 The inspector observed staff and children engaged in learning activities indoors and outdoors.  The inspector talked to managers about how they monitor staff practice and plan for ongoing improvements.  The inspector talked to parents and children, and discussed with staff how they identify children's progress.  The inspector sampled required documents, including safeguarding procedures, and talked to staff about their understanding of these.

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Effectiveness of the leadership and management is good

The management team focuses well on staff development to improve the quality of teaching. They use weekly team meetings effectively for staff to share skills and knowledge gained from training. For example, following training in teaching children to use real tools safely, staff have begun to introduce some of these activities, such as hammering golf tees into a pumpkin. Safeguarding is effective. The management team and staff have a very good understanding of how to safeguard children and all attend training. They have a thorough knowledge of safeguarding procedures and use these well to help protect children from harm.

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Quality of teaching, learning and assessment is good

Staff plan interesting activities that challenge individual children well. For example, they read a favourite story to children in the morning. Before lunch, staff gave children puppets and resources to re-tell and re-enact the story themselves, which they thoroughly enjoyed. Staff use resources effectively and divide the large halls into smaller, child- friendly spaces. The garden is particularly well organised to provide learning opportunities across the areas of learning, especially for children who prefer to learn outdoors. Staff effectively extend children's learning. For example, when children looked at cocoons in their butterfly farm, staff encouraged discussions about the lifecycle from caterpillar to butterfly and used books about butterflies to secure children's learning and interest further. Staff work effectively to share information about children's learning with other early years settings children attend, to support a shared approach to meeting children

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Personal development, behaviour and welfare are good

The effective key-person system helps staff to support children to settle in quickly and work with parents sensitively during this process. Children develop good relationships with staff and with each other. They share and work cooperatively together to achieve their goals. For example, children shared construction materials to build houses and castles together, using their good mathematical knowledge as they worked out the size and shape of the buildings. Children enjoy daily exercise through different activities. For example, an energetic game of 'Simon says' had children stretching, jumping and running on the spot.

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Outcomes for children are good

All children develop the skills they need that prepare them well for the next stage in their learning, including starting school. Children explore and investigate well, showing developing curiosity and interest in learning. They communicate confidently and learn to work with others to extend their ideas. Children show good independence skills.

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Setting details

Unique reference number 136049 Local authority South Gloucestershire Inspection number 1032579 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 5 Total number of places 56 Number of children on roll 47 Name of registered person Patchway Centre Playgroup Committee

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reference number

Date of previous inspection 5 November 2015 Telephone number 07875201322

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reference number

Patchway Centre Pre-School & Tots registered in 1986. It is committee run. It is in receipt of funding for free early education for children aged two, three and four years. The setting operates from 9.15am to 3.45pm on Monday, Tuesday, Wednesday and Friday, and from 9.15am to 12.15pm on Thursday, during term times. There are nine members of staff who all hold appropriate early years qualifications at level 3 or 4.

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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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