Shenley Court Pre-School

Shenley Court Pre-School Shenley Court Hal, 200 Green Meadow Road, BIRMINGHAM, B29 4ED

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Inspection date

Previous inspection date 4 October 2016 8 February 2016

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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 quality of teaching is good. Practitioners have a good understanding of how children learn through play. Close monitoring of children's progress ensures that children's individual learning needs are accurately identified and planned for.  Children are happy and enjoy their time at the pre-school. They benefit from a good range of activities that promotes their interests and development. Practitioners plan fun and challenging experiences, so that all children are motivated to learn.  Children's behaviour is good. Practitioners provide very positive role models and speak to the children in a calm and respectful manner. This helps children to understand how to manage their own behaviour and to make friends. Children are encouraged to be kind, use good manners, share and consider others in their play.  Practitioners have a warm and caring rapport with the children, which helps them form strong attachments. The key-person system ensures children's individual needs are well

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This provision is good

considered. This promotes children's emotional well-being very effectively.  Children's health and well-being are promoted successfully and they learn about healthy lifestyles. Children like playing outside and they enjoy healthy snacks.

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It is not yet outstanding because:

 Practitioners do not always find out as much as possible from parents about what children already know and can do when they first start attending.  Opportunities for children to develop control and coordination skills and safely negotiate space are not always fully maximised in the outdoor play space.

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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

 seek more detailed information from parents about children's capabilities when they first join the setting  provide more opportunities for children to develop their control and coordination and negotiate space safely in the outdoor area.

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Inspection activities

 The inspector had a tour of the pre-school, including the outdoor area.  The inspector observed the quality of teaching, during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector spoke to practitioners and children at appropriate times during the inspection. The inspector held a meeting with the manager.  The inspector carried out a joint observation with the manager.  The inspector looked at a sample of policies, children's learning and development records and planning documentation. The inspector also looked at the pre-school's action plan.  The inspector checked evidence of the suitability and qualifications of practitioners.  The inspector took account of the views of a number of parents spoken to on the day of the inspection and their views recorded in questionnaires.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Practitioners have a clear understanding of their role and responsibilities to protect children. They are able to recognise the possible signs of abuse and neglect, and know who to contact if they have concerns. Safety is given good priority and children are supervised well. Prompt action has been taken to improve the provision since the last inspection. Supervision meetings and the effective monitoring of the quality of teaching and learning ensure that outcomes for children are good. Observations, assessments and planning work well to focus on what children need to learn next and their interests. Generally, resources in the outdoor area are good and further opportunities for learning have been developed. Practitioners work well together and they reflect on their practice and evaluate the provision to plan improvements. Practitioners work well with outside agencies to ensure children get the

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Quality of teaching, learning and assessment is good

Practitioners are skilful in the way they interact with the children and provide many positive learning experiences for them. There is a strong focus on fostering children's speaking and listening skills. Practitioners spend time with children during activities and introduce new vocabulary as they play. Children love to listen to well-read stories and are prompted to talk about what they can see. Children respond with enthusiasm to all activities on offer and particularly enjoy making their own choices. They develop their creative skills while painting pictures of their daddies and use cardboard boxes to make a fire engine. Practitioners encourage younger children to join in activities. During circle time, they talk about the weather and reflect on what they have done in the session. Outdoors children like to make marks on the wall using water and brushes. They play well together in the sand searching for sea creatures and confidently have a go at balancing on

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Personal development, behaviour and welfare are good

Children enjoy their time at this supportive group where they can learn, explore and develop safely. Very good attention is given to settling in new children by guiding them through the daily routines. Children receive positive support and praise for their achievements. This helps to motivate children in their learning and boost their confidence. Children learn about keeping themselves safe and use space and equipment appropriately. Partnerships with parents work well and parents speak very positively about the pre- school and they are kept well informed about their child's progress.

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Outcomes for children are good

All children make good progress. They learn to be independent, and develop early literacy and mathematical skills in preparation for future learning. Children use their imagination well, develop independence and enjoy what they are doing. Their all-round development is fostered successfully to help them confidently embrace their move on to school.

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Setting details

Unique reference number EY469915 Local authority Birmingham Inspection number 1039940 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 16 Number of children on roll 11 Name of registered person Priority Area Playgroups

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reference number

Date of previous inspection 8 February 2016 Telephone number 01214757521

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reference number

Shenley Court Pre-School was registered in 2014. The pre-school employs three members of childcare staff, two of whom hold appropriate early years qualifications at level 3. One member of staff holds qualified teacher status. The pre-school is open Monday, Tuesday and Friday, during term times. Sessions are from 9.30am until 2.30pm. 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 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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