Teddybears Pre-School

Teddybears Pre-School St. Michaels Mount Community Centre, St. Michaels Road, HITCHIN, Hertfordshire, SG4 0QA

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Inspection date

Previous inspection date 6 July 2016 3 July 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 provider and the leader have successfully made significant improvements since the previous inspection. For example, staff identity checks are accurately recorded as part of robust vetting procedures. Staff now provide a wide range of equipment and experiences that ignite children's vivid imaginations.  Staff provide children with clear explanations that help them to understand how to manage their own behaviour and make friends, in a calm and respectful manner. Children enjoy close relationships with their key persons who help them to feel settled and secure. They are eager to share recent experiences with them and turn to them for reassurance when required.  Partnerships with parents are very effective. The ongoing sharing of information successfully involves parents in every aspect of their children's care and learning. Staff provide them with a wealth of ideas to support their children's learning at home.

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This provision is good

Parents describe the staff as, 'amazing'.  All children enjoy attending this welcoming and vibrant pre-school. Staff plan stimulating activities to promote children's individual developmental needs and respond very well to their curiosity. For example, they help children to experiment with their voices to create an echo in different environments.

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It is not yet outstanding because:

 On occasion, staff do not make popular activities in the outdoor area fully accessible to all children to extend their independent choices of play. For example, some children struggle when trying to reach the water funnels during water play.  Staff have not yet established highly effective partnerships with other settings that children attend to further support their continuity of 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

 review the presentation of some activities to enhance the opportunities for children to access their chosen activities more easily, particularly in the outdoor area  strengthen the partnership with other settings that children attend, so that information about children's achievements and next steps in learning is shared to support their continuity of learning and development.

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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 leader.  The inspector spoke to the staff and children at appropriate times during the inspection.  The inspector held a meeting with the provider and leader. She looked at relevant documentation, such as the pre-school's self-evaluation and children's development records.  The inspector viewed evidence of the suitability of staff working in the pre-school.  The inspector spoke to a selection of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The well-qualified leadership and staff team work very closely together, complementing each other's practice. Their dedication fully supports the accurate self-evaluation of the pre-school and continues to improve the quality of the provision. The arrangements for safeguarding are effective. Staff implement a strict password system in the event of parents not being able to collect their own children. Staff complete detailed risk assessments of the environment to ensure any potential hazards are minimised and managed effectively. Robust recruitment and induction procedures help to ensure that staff are suitable for their role. Staff regularly observe and evaluate each other's practice. This helps to inform the clear arrangements for staff supervision. Opportunities for regular training have a positive impact on children attending the pre-school. The manager thoroughly monitors children's progress, including specific groups of children. Swift action

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Effectiveness of the leadership and management is good

is taken to address any gaps in children's learning.

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Quality of teaching, learning and assessment is good

Children are active and confident learners; they engage in activities with enthusiasm. For example, in the inviting outdoor area they search for insects using magnifying glasses, carefully handling and observing them. Children develop very good coordination and control of their hands, as they mould dough into small balls. They welcome staff's sensitive interaction in their play. Staff skilfully adjust their speech in relation to children's level of understanding and introduce them to new words in context to their play. Children learn to solve mathematical problems. They have fun searching for matching socks in the role play area, use number names and identify numerals. Children work out through trial and error how to make complex structures, such as aeroplanes and cars using different shaped connecting bricks. The arrangement and organisation of group time is a positive experience for all. Staff ensure that planned activities are challenging, varied and exciting.

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Personal development, behaviour and welfare are good

Strong links with local schools help children make a seamless move on to school when the time comes. Children demonstrate a real sense of responsibility for their environment. They eagerly help to tidy away the toys and activities that they have been playing with. Children independently manage their own personal needs and demonstrate a good awareness of how to keep themselves safe. They know why they must wear a hat to protect themselves from the sun. Children learn about how to identify and respect each other's feelings through staff's pertinent discussions with them. Staff provide good opportunities for children to develop their physical skills. Children thoroughly enjoy joining in with music and movement sessions and learning how to balance on stepping stones.

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Outcomes for children are good

Children are making good progress in their learning given their starting points. Staff successfully promote children's literacy skills. Children enjoy listening and joining in with repeated refrains in stories. They also write and sound out the letters of their name. Children, including those who speak English as an additional language are acquiring the key skills they need for future learning and are well prepared for school.

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Setting details

Unique reference number 146761 Local authority Hertfordshire Inspection number 1028729 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 45 Name of registered person St Michael's Mount Community Association Committee

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reference number

Date of previous inspection 3 July 2013 Telephone number 01462432635

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reference number

Teddybears Pre-School was registered in 1984 and is privately owned and managed. It employs eight members of childcare staff. Of these, six hold a qualification at level 3 or above. This includes the leader who holds a qualification at level 6. The pre-school opens from Monday to Friday, term time only. Sessions are from 9am until midday. It provides funded early education for two-, three- and four-year-old children. The pre-school supports a number of 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

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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