Birchtree Pre-School

Birchtree Pre-School Birchtree Preschool, Dogsthorpe Methodist Church, Birchtree Avenue, Dogsthorpe, PETERBOROUGH, PE1 4HP

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Inspection date

Previous inspection date 29 September 2016 17 October 2012

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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

 Staff are knowledgeable about the children in their care and show a very good appreciation for their different backgrounds. Children quickly form emotional bonds with staff and settle well into the daily routine. They are confident to explore and make choices in their play.  Staff quickly identify those children who require additional support in their learning and implement a focused teaching approach. Children regularly receive one-to-one care and engage in small-group work to help them meet their individual targets for development.  Partnership with parents is good. They are well informed about all aspects of the pre- school through regular newsletters. Planning of the children's activities and routines of the day are displayed in both written and picture form. This is particularly helpful for those families who speak English as an additional language.  Staff and the committee work closely together to identify the main strengths and key

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This provision is good

areas for development in the pre-school. They implement appropriate changes and update their knowledge and skills through training. This helps to ensure children and their families benefit from a continually evolving provision.

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It is not yet outstanding because:

 Staff do not consistently find out about children's interests and achievements when they attend other settings to promote continuity and consistency in children's learning.  The information key persons gather from parents at the start of a placement does not always include enough detail about what children can do, in order to inform sharper initial assessments.

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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

 gather more detailed information about children's interests and achievements in other settings, in order to provide complementary learning experiences  gather more precise information about what children can do at the start of a placement to sharpen the assessment of children's progress further.

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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 pre-school manager.  The inspector held a meeting with the pre-school manager and chairperson. She looked at relevant documentation, such as the pre-school's self-evaluation and evidence of the suitability of staff working in the pre-school.  The inspector spoke to a small number of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Stringent procedures are in place to safeguard both children and adults in the setting. For example, two members of staff accompany children to the toilet and parents are not allowed to take mobile phones when they join the pre-school on outings. Staff understand how to report any safeguarding concerns and attend regular training. There is clear procedure in place for the recruitment and vetting of staff. Staff consistently meet as a team to assess and reflect on the service they provide. Appraisal meetings help to ensure staff remain suitable for their role. The manager monitors individual children's progress. She looks closely at different groups of children, such as the particular progress boys make. Parents speak very positively about the pre-school. There are many long serving families, some of whom attended the pre- school themselves as children.

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Quality of teaching, learning and assessment is good

Children's ongoing learning needs are supported well. Staff effectively observe and assess children in their play. This enables staff to quickly identify areas for children's development and confidently shape their future learning. Staff are skilled at weaving mathematics into everyday routines and activities. Children learn to sort the big and small dinosaur figures. They are further encouraged to find two of the same size. During snack time children learn about whole, halves and quarters when chopping their apples. Staff make good use of the local community to provide children with different learning experiences. Children attend story time at the local library and take part in small concerts at the church. Observations of children's learning are shared with parents, who are kept informed of the targets set for their child's development.

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Personal development, behaviour and welfare are good

Staff warmly greet children and their families as they arrive. They provide affection and reassurance to any new children who are initially unsettled. Children behave well. Staff support them as they learn to negotiate, share and take turns through play. Children enjoy their time in the pre-school garden. They are physically active as they scoot up and down the path on two-wheeled toys. Children develop their hand-to-eye coordination as they carefully and accurately throw a ball into the basketball hoop. Staff help children to develop an understanding of a healthy lifestyle. Children confidently discuss how milk is good for bones and teeth. They talk about where the fruit they are eating is grown. Children are encouraged to become independent at snack times and with their own personal care needs. Staff teach children how to keep themselves safe, such as reminding them how to hold and use scissors correctly.

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Outcomes for children are good

Children build good skills in readiness for school. They have excellent opportunities to recognise their name and hear initial letter sounds during learning activities. They listen well to instructions and excitedly act out familiar stories with enjoyment. All children, including those who speak English as an additional language, make good rates of progress from their starting points.

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Setting details

Unique reference number 256742 Local authority Peterborough Inspection number 1059481 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 24 Number of children on roll 28 Name of registered person Birch Tree Pre-School Committee

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reference number

Date of previous inspection 17 October 2012 Telephone number 01733 896 815

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reference number

Birchtree Pre-school was registered in 1968. The pre-school employs five members of childcare staff. Of these, four hold appropriate early years qualifications from level 2 to 3. The pre-school opens from Monday to Friday and term time only. Sessions are from 9am until Midday. The pre-school provides funded early education for two-, three- and four- year-old children. It supports children who have special educational needs or disability and those 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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