Haselbury Pre-School

Haselbury Pre-School The Old Chapel, The Bible Christian Centre, Puddletown, Haselbury Plucknett, TA18 7QX

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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 management committee has made significant improvements since the last inspection, to achieve good-quality outcomes for children. For example, it has completed training to strengthen its understanding of safe recruitment procedures, and has put these in place effectively, helping to further safeguard children.  Children make good progress, given what they know when they start. Good teaching keeps children consistently engaged and interested in their learning. Staff use their thorough knowledge of individual children to plan and teach activities that focus very well on building their existing skills and extending them further.  Children who have special educational needs have extremely good support. Staff develop strong partnerships with other professionals, and they plan together very effectively to help children make good progress, and to address any gaps in their learning.  Children are emotionally secure and have good self-esteem. Staff help them to be

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This provision is good

aware of difference and diversity, and children consistently show respect and kindness towards others.

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It is not yet outstanding because:

 Older children are not as aware as they could be of how to use simple technology.  Not enough information is gathered from parents about their children's experiences at home to help staff plan activities for their future 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

 help older children to have a greater awareness of how to use simple technology to aid their learning  seek further ways of encouraging parents to share observations of their children's learning at home to help staff plan more effectively for their needs.

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Inspection activities

 The inspector observed staff and children engaged in learning activities indoors and outdoors.  The inspector spoke to parents, children, staff and committee members.  The inspector reviewed the setting's self-evaluation and the effectiveness of action plans for improvement.  The inspector reviewed systems of checking children's progress, and the effectiveness of this in planning for their ongoing learning.

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Effectiveness of the leadership and management is good

The management committee and staff show strong commitment to ongoing improvements to extend children's learning. Self-evaluation is now effective in all areas. The committee checks the quality of teaching to ensure it remains good and has a positive impact on children's learning. The manager and staff receive good professional support and encouragement to develop their skills, and they use these well to extend children's learning. For example, training in language development increased staff awareness of how children communicate. They use this knowledge effectively such as encouraging children to use straws to strengthen the mouth muscles that help develop their speech. Safeguarding is effective. Staff understand safeguarding procedures very well and know how to help protect children from harm. They are clear on how to report any concerns.

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Quality of teaching, learning and assessment is good

Staff use their good observations and assessments of children to plan challenging activities that support their learning well. For example, children marked on a chart to show what method of transport they use to come to school and calculated that the same number of children had walked as had ridden bikes. Staff plan a good balance of focused activities and those that children choose for themselves. For example, a well-planned story time kept children absorbed and engaged, very effectively helping to develop their listening and attention skills. Staff's good organisation of space and resources, indoors and outdoors, encourages children to exercise and play. For example, they organised a lively game of hopscotch, and children energetically hopped and jumped, knowing that exercise helps to keep them healthy.

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Personal development, behaviour and welfare are good

Children are happy, confident and feel valued. For example, staff chalk the names of children expected each day in large letters in the playground. Children excitedly look for their names on arrival and proudly show their parents 'this is me'. Children learn very well about their community and enjoy exploring their village. They show good understanding of safety, telling staff they need to know who is present 'in case of a fire'. Relationships with parents are typically good, and they feel well informed about their children's progress.

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Outcomes for children are good

All children, including those who need extra support, develop the skills they need to be ready for the next stage in their learning, and are prepared well for going to school. They develop good independence skills so they can manage their own personal care. Children talk confidently about starting school, using use picture books of teachers and the premises to help them discuss aspects of school life.

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Setting details

Unique reference number EY295774 Local authority Somerset Inspection number 1073640 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 20 Number of children on roll 10 Name of registered person Haselbury Pre-School Committee

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reference number

Date of previous inspection 1 October 2015 Telephone number 077869 04191

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reference number

Haselbury Pre-school is a committee-run setting and has been registered since 2005. The setting is open from 9am until 12 noon on a Monday, from 9am until 3pm on a Tuesday and a Thursday, including lunch club from 12 noon until 1pm. The setting is also open from 9am until 1pm on a Friday, including lunch club from 12 noon until 1pm. The pre- school is in receipt of funding for the provision of free early education for children aged two, three and four years. There are two members of staff employed to work with the children. Both hold an appropriate level 3 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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