Little Learner Pre School

Little Learner Pre School 4 Farrington Avenue, BUSHEY, WD23 3DG

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Inspection date

Previous inspection date 4 October 2016 6 May 2016

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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 has made significant improvement since the last inspection. She has successfully addressed all of the previous weaknesses. Evidence is now available to confirm that all staff have suitability checks in place or that these have been applied for. Any incidents involving children are recorded and systems are in place to inform parents as soon as is reasonably practical.  The well-qualified team of staff demonstrate strong teaching skills. They plan a broad range of stimulating activities that engages children and focuses on their next steps in learning. This helps children to develop new skills and support their good progress.  Children who speak English as an additional language receive good levels of support from the time that they start at the pre-school to help them communicate. For example, staff learn key words in their home language and provide a selection of visual prompts to help them to understand and become familiar with the daily routines.

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This provision is good

 Staff regularly evaluate how children use the environment. They make carefully planned changes to improve children's daily experiences and ensure they regularly access all areas of learning. Children now have increased opportunities to engage in role play, time to look at and share books and take measured risks in their play.  Parents are very happy with the care that their children receive and value the regular information staff provide. For example, they look forward to weekly photographs and updates on an online learning system and sharing these with other family members.

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It is not yet outstanding because:

 Occasionally, the manager does not make full use of the information she gathers from assessments to identify gaps in learning between different groups of boys and girls.  Staff do not always use opportune moments to encourage more-able children to take on the responsibility of small tasks.

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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

 enhance the use of information gathered from children's assessments to precisely track the progress made by different groups of boys and girls  provide children with more opportunities to take on the responsibility of small tasks.

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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. She spoke to children at appropriate times throughout the inspection.  The inspector completed a joint observation with the pre-school manager and held discussions with the manager, deputy manager and all other members of staff.  The inspector held a meeting with the pre-school manager. She looked at relevant documentation, such as the pre-school action plan, policies, staff files and children's learning records.  The inspector spoke to a number of parents during the inspection and took account of their views.  The inspector saw evidence in relation to the safeguarding and welfare requirements.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. All staff have refreshed their knowledge of child protection issues. They know the procedures to follow if they have any concerns for a child's welfare. The manager completes robust risk assessments on all areas children use. She is alert to any new hazards as they arise, as part of using shared premises. Staff feel valued in their role and embrace the additional responsibilities they are given. They receive regular support from the manager to talk about any areas of difficulty and help identify ways that they can further develop their good practice. The manager gains swift advice and support from external agencies for the children she has identified in need of additional support. In addition, she attends regular network meetings with other providers of childcare to share best practice and ensure her knowledge remains up to date.

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Quality of teaching, learning and assessment is good

Through the ongoing training and support from a local early years adviser, the manager and staff have established effective methods of observation and planning. All staff know the children well and how to promote their learning and development. They note children's interests and the ways they prefer to learn to provide them with suitable levels of challenge. The well-balanced curriculum provides children with focused activities and free time to choose and play their own games. Children listen intently during planned activities. They take turns to choose favourite songs and enthusiastically sing along with their friends. Children enjoy playing alongside staff. They concentrate as they build arrangements with blocks and piece together tracks for their trains.

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Personal development, behaviour and welfare are good

Staff follow consistent strategies to promote children's good behaviour. They provide children with guidance and make their expectations clear. Each child's key person works closely with parents to promote children's well-being and independence. Children quickly develop secure attachments with staff and share fond words when it is time to go home. They learn how to manage their own personal needs. Effective staff deployment enables the individual needs of each child to be met. Staff swiftly support children in need of reassurance. They encourage children to work together to complete tasks and build relationships with others. Children enjoy physical activities. They maintain their balance as they climb onto and move at speed along outdoor crates. Children energetically jump off of the end and eagerly run back around to have another turn. Staff provide parents with sensitive guidance on nutritious food and drink to send in for children's packed lunches.

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Outcomes for children are good

Children make good progress given their starting points. They are motivated to learn, express their own preferences and form special friendships with others. Children have the ability to follow simple instructions. Further training is planned to provide support where it is most needed for children in receipt of early years funding. Children develop the essential skills that they need for the next stage in their learning. Staff organise visits from new teachers to help contribute towards children's readiness for the move on to school.

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Setting details

Unique reference number EY431661 Local authority Hertfordshire Inspection number 1052394 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 4 Total number of places 22 Number of children on roll 14 Name of registered person Arunakumar Arunachalam

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reference number

Date of previous inspection 6 May 2016 Telephone number 02089502772

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reference number

Little Learner Pre School was registered in 2011. The pre-school employs six members of childcare staff, three of whom hold appropriate early years qualifications at level 2 and 3. The manager and deputy manager hold relevant degrees at level 6 and 7. The pre-school opens from Monday to Friday with sessions from 9am to 3pm, during term time only. It provides funded early education for three- and four-year-old children. The pre-school supports 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

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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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