Woodcote Pre-School Group

Woodcote Pre-School Group Woodcote Village Hall, Reading Road, Woodcote, Reading, Berkshire. RG8 0QY

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Inspection date

Previous inspection date 14 July 2016 17 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 pre-school manager, the management committee and staff have worked hard since the last inspection to make the necessary improvements. As a result, all legal requirements are now met.  The leadership and management of the setting has improved. The manager is fully supported by a strong committee and better provision has been put in place for staff training and development. The quality of teaching is now good.  Children are very happy in the pre-school. They form very close relationships with the staff and greet them excitedly when they arrive each day. From the youngest age, children settle quickly and enjoy good support from their key person.  Children make good progress in their learning and development. Staff work closely with parents when children first join the pre-school to identify what children know and can do. This provides staff with a good understanding of children's abilities and helps them

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It is not yet outstanding because:

 Although staff review their practice, this is not yet robust enough to help them deliver an outstanding level of provision.  Information about the progress children make is not yet effectively used to show how quickly gaps in learning are closing.

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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

 utilise all opportunities for monitoring the quality of the provision to improve standards to an outstanding level  make full use of assessment information to demonstrate how any gaps in different groups of children's learning are closing at a rapid pace.

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Inspection activities

 The inspector observed the quality of teaching and the support for children's learning during activities inside and outside.  The inspector talked to staff about how they plan for children's learning and how they keep children safe.  The inspector carried out a joint observation with the pre-school manager to assess how well senior staff monitor the quality of teaching.  The inspector spoke with the committee chairperson on the telephone and discussed how the leadership team helps staff to make improvements.  The inspector sampled a range of documentation including records of children's learning, the self-evaluation report, reports of visits by the local authority advisor, development plans and a sample of policies and procedures.

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Effectiveness of the leadership and management is good

The organisation of the pre-school is good. The manager and deputy manager work well together and lead a strong and dedicated team. New staff settle in well as a comprehensive induction programme helps them quickly understand and implement the pre-school's policies and procedures. Improved arrangements enable senior staff to closely monitor the progress individual children make. Team meetings, staff supervision and daily discussions mean any concerns about children's progress are discussed at an early stage. The planning of the educational programme is now more purposeful and takes account of all children's learning needs. Safeguarding is effective. Staff complete regular training and know what to do to keep children safe. Partnerships with parents, schools and other agencies involved in children's care are good.

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Quality of teaching, learning and assessment is good

Staff support children's learning well. They play alongside children and plan activities they know will interest them and offer relevant challenge. Good use is made of the outside environment and wider community to extend children's learning. For example, children make regular trips to their own allotment and tend to the fruit and vegetables they have planted. There are good links with the village school. Older children regularly attend events and this helps them become familiar with the school environment. The daily routine is planned well. Group times are used effectively to develop children's speaking and listening skills, and their confidence to socialise with their friends.

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Personal development, behaviour and welfare are good

Children behave well. Older children are very kind and caring towards the younger children. Good support is in place to encourage children to be independent. They confidently make their own choices and look after their own needs. Children are very sociable and cooperate well together. For example, at snack time they listen to one another carefully as they share their news. They take turns and negotiate in their play. Children's health needs are met well. Most children benefit from a nutritious home-cooked lunch each day. As careful consideration is given towards menu planning, many meals contain produce the children have planted themselves. As a result, they are keen to try and taste a wide range of new foods.

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Outcomes for children are good

The pre-school offers a good start to children's learning. Good quality teaching means children concentrate well; they show interest in new things and are keen to 'have a go'. Younger children gain a great deal from being with the older children. They make good progress with their communication skills and are confident to join in with all activities. Children are highly motivated to learn; they initiate their own games and work together well. For example, on the day of inspection, a small group of children lined up chairs in the pre-school's outside area on the village green and initiated a traffic survey. They used pens and clip boards confidently to record their findings, showing highly creative, yet purposeful play.

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Setting details

Unique reference number 133702 Local authority Oxfordshire Inspection number 1036759 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 37 Number of children on roll 31 Name of registered person Woodcote Pre-School Group Committee

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reference number

Date of previous inspection 17 September 2015 Telephone number 01491 682300

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reference number

Woodcote Pre-School has been established since 1966. It operates from the village hall in Woodcote, near Reading, in Berkshire. The pre-school is open Monday to Friday from 8.30am until 3.30pm during school term times. Funding is accepted for the provision of free early education for children aged two, three and four years. The pre-school is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. A team of five staff work with the children. Of these, four hold a relevant early years qualification.

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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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