Newbery Lodge Pre- School

Newbery Lodge Pre- School 51 Armour Hill, Tilehurst, Reading, RG31 6JP

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Inspection date

Previous inspection date 30 September 2016 1 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

 The manager provides strong support and guidance to the staff team. She has made a significant impact on the quality of the pre-school in a short space of time and is highly respected.  Effective settling-in procedures for new children, and the warm, approachable staff team mean that children arrive eager to play. Parents are highly positive about the quality of the pre-school and communication between staff and parents is now good.  The changes to the pre-school environment and routine mean that children now have good opportunities to explore a wide range of interesting resources and activities both inside and outdoors.  Children's behaviour is generally good. Staff now understand how to manage more challenging behaviour appropriately. For example, children receive clear explanations as to why some behaviour is not acceptable. They are learning how to share and take turns in their play and use good manners.

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It is not yet outstanding because:

 Further work is needed to ensure that the quality of teaching, including the new arrangements for observing, assessing and planning for children's learning, is consistently of a very high quality.  Opportunities for children to learn about people, families and communities beyond their own experience are less evident within the curriculum than other areas 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

 continue to develop the arrangements for monitoring the quality of teaching, including the new system for observation, assessment and planning, to ensure it is consistently of a very high quality  review the delivery of the curriculum to ensure children are given a wide range of opportunities to develop their understanding of people, families and communities beyond their own experience.

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Inspection activities

 The inspector spoke to some parents and took their views into account.  The inspector spoke to children and staff at appropriate times throughout the inspection.  The inspector spoke to a representative from the local authority who has been working with the pre-school.  The inspector observed the quality of teaching and its impact on the children's learning both inside and outside.  The inspector held a meeting with the pre-school manager.  The inspector sampled the pre-school's documentation, including records of children's learning, staff files, and policies and procedures.

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Effectiveness of the leadership and management is good

Despite only having been in post for six months, the new manager has taken concerted and effective action to drive rapid improvements within the setting. Her sound knowledge of how children learn is demonstrated in the changes made to the layout of the pre- school, both indoors and outside. For example, the garden now contains a wide range of exciting activities which maintain children's interest and attention. Changes to the routine ensure children have more time for uninterrupted play and those that prefer to learn outside can do so. Safeguarding is effective. All staff have undertaken relevant training. They understand their duty to protect children and know what to do if they have any concerns about children in their care. The manager is proactive in establishing good working relationships with partner agencies such as children's centres and health visitors. This helps to ensure that appropriate support is sought for children that may be

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Effectiveness of the leadership and management is good

disadvantaged or in need of some extra help.

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Quality of teaching, learning and assessment is good

The quality of teaching is improving rapidly and is generally good. Staff interact well with children; they encourage conversation throughout the day and ask the children open- ended questions that encourage them to think. Staff take the time to explain things clearly, such as how people taste things with their tongues. Children enjoy songs and stories and are encouraged to join in group discussions at circle times. Recently introduced systems ensure that children's learning is now routinely observed and assessed with increasing levels of confidence. Children's next steps in their learning are identified and generally used well to inform the planning of targeted activities.

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Personal development, behaviour and welfare are good

The key person system is working well and there has been a clear improvement in the sharing of information between parents and staff. For example, parents are now informed about children's next steps in their development and how to continue their children's learning at home every month. Staff gather important information from parents when their children first start. This helps staff to assess children's starting points and plan activities that interest them. Staff talk to the children about healthy foods and children enjoy snacks of fruit. They have daily opportunities for physical exercise in the safe and secure garden. Parents and carers appreciate the effective support from staff to help with toilet training.

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Outcomes for children are good

Children are developing into keen learners because they have access to interesting resources and activities that provide them with sufficient challenge. This means they are developing their ability to concentrate; for example, when listening to outdoor sounds or drawing upside down. They have very good opportunities to make decisions and lead their own play. This encourages their independence and allows them to develop their own ideas. Children demonstrate good physical skills; for example, when using one-handed tools such as scissors and sliding down the 'firefighters’ pole'. They take delight in investigating new textures; for example, as they blow the ‘snow’ and mix it with water.

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Setting details

Unique reference number 116834 Local authority Reading Inspection number 1037421 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 2 - 5 Total number of places 17 Number of children on roll 11 Name of provider Newbery Lodge Pre-School Date of previous inspection 1 October 2015 Telephone number 0118 942 3644

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Setting details

Newbery Lodge Pre-School registered in 1974. It operates from a single story building, solely used by the pre-school within the grounds of Arthur Newbery Park in Reading, Berkshire. On Monday and Tuesday it opens between 9.15am and 12.15pm. On Wednesday, Thursday and Friday it opens between 9.15am and 2.45pm. A lunch club is available every day from 12.15 until 1pm. There are currently 11 children on roll in the early years age group. The nursery accepts funding for early education for children aged two, three and four years. A total of five members of staff are employed to work with children, four of whom hold relevant childcare qualifications.

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Setting details

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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Setting details

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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Setting details

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Setting details

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Setting details

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