Enstone Pre-School

Enstone Pre-School The Portakabin, c/o Enstone Primary School, Oxford Road, Enstone, Chipping Norton, Oxfordshire, OX7 4LP

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Inspection date

Previous inspection date 11 October 2016 8 October 2013

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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 and staff reflect accurately on the service they provide and focus on continuous improvement. This has enabled the setting to maintain its good quality service since the previous inspection.  Staff prioritise children's emotional development and use a range of successful strategies to support children through times of change. For example, staff have good links with the local primary school and take older children on regular visits to the school to help prepare them for the change ahead.  Staff know children well and an effective key-person system is in place. Staff make good use of children's observations and consider their interests to inform planning. Children are excited and motivated to learn. They make good progress and develop skills that prepare them well for their next stage of learning.  Staff make good use of opportunities to support children's mathematical language as they play. For example, children joined in with staff counting beyond 20 to measure the

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This provision is good

amount of time for each child's turn as they jumped on a small trampoline.

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It is not yet outstanding because:

 Some daily routines interrupt children's play and exploration and do not encourage children to explore and learn at their own pace.  Staff sometimes limit children's creative choices during planned activities, which does not support children's creative thinking fully.

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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

 review routines to provide children with every opportunity to direct their own play and learning  support staff to help children to explore their own creative ideas to develop their thinking skills even further.

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Inspection activities

 The inspector observed teaching practices and the impact these have on children's learning.  The inspector held discussions with the manager, staff, children and parents.  The inspector read some of the setting's documentation, including the safeguarding policy and procedures.  The inspector sampled children's development information and records.  The inspector carried out joint observations with the manager.

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Effectiveness of the leadership and management is good

Partnerships with parents are good. Staff use effective ways to involve parents in all aspects of their children's learning. For example, they discuss children's interests, home experiences and share their next steps in learning. The manager has effective systems in place to monitor children's progress. For example, she plans staff training opportunities to address gaps identified in children's learning. The manager provides staff with good guidance to help them develop their professional skills. Safeguarding is effective. All staff have a high regard for keeping children safe. They are well trained in safeguarding and understand how to protect children from harm.

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Quality of teaching, learning and assessment is good

Staff are skilled in supporting children's communication and language development. For example, staff are actively involved in children's play, engage them in conversation and use a range of questions to encourage children to give explanations and share ideas. Staff encourage children's curiosity about the world they live in successfully. For example, staff reminded children about using magnifying glasses to look closely at worms. They also organise weekly opportunities for play and exploration in the local environment. Staff support children's physical development and coordination effectively. For example, they challenged children to roll tyres up and down a slope.

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Personal development, behaviour and welfare are good

Staff provide a well-planned and stimulating learning environment that captures children's interest as they explore it eagerly. Staff are positive role models and manage children's behaviour well. For example, they teach children good manners, sharing, taking turns and playing cooperatively. Children behave well. Staff encourage children's independence skills well and help them to develop a sense of responsibility. For example, children are keen to help prepare tables for snack time, learn to spread toppings onto rice cakes and serve their own drinks. Staff support healthy lifestyles well. For instance, children learn about hygiene practices and have plenty of opportunities to be physically active.

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Outcomes for children are good

Children are confident, happy and settled. They develop good social skills and enjoy playing with others. They demonstrate a natural curiosity and talk expressively about their observations and ideas as they play and explore. Older children learn a good range of skills that prepare them well for school. For example, they develop literacy skills, such as writing and recognising letters in their names. Children are keen to test out their ideas. For instance, children experimented by placing different objects on a balance.

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Setting details

Unique reference number 133488 Local authority Oxfordshire Inspection number 1061367 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 16 Number of children on roll 23 Name of registered person Enstone Pre-School Committee

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reference number

Date of previous inspection 8 October 2013 Telephone number 01608 677192

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reference number

Enstone Pre-School registered in 1991. It operates from Enstone, Oxfordshire. It opens Monday to Friday from 9am to 3pm, during term time. The setting employs seven staff. Of these, two hold qualified teacher status and four hold appropriate early years qualifications at level 3. The setting receives government funding for children aged two, three and four years.

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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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