Whitehall Pre-School

Whitehall Pre-School 40 Hillmorton Road, Rugby, Warwickshire, CV22 5AD

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Inspection date

Previous inspection date 7 October 2016 10 May 2016

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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3

Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Although assessments have been improved, they are not always used well enough in order to plan for children's individual needs. Consequently, some children are not always effectively challenged and supported to make consistently good progress.  Teaching is not consistently strong. Staff do not always adapt their teaching or recognise when to join in with children's play to extend their learning further.  Staff do not yet involve parents in the initial assessments when children first start and information about children's progress is not always shared to support learning at home.  The newly appointed manager has not yet had the time to make all the required improvements. She is not yet monitoring the progress made by different groups of children to identify quickly where there are gaps in their learning.

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It has the following strengths

 The manager is experienced and well qualified. She works well with the staff team and is enthusiastic about developing the pre-school. She shows a positive attitude to raising the quality of the provision for the benefit of children.  Children are settled and happy. The well-established key-person system means children quickly build strong relationships with staff. Staff are kind, nurturing and reassuring. They take the time to get to know children and ensure their care needs are effectively met.  Staff are good role models. They help children to learn expectations and boundaries and remind them how to behave. Children develop their social skills and play well together. They are learning to share and take turns and their behaviour is good.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 use assessments of children's learning to plan more precisely for children's individual needs, providing all children with challenging and stimulating activities that help them to make good, or better, progress in their learning 30/11/2016

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Due Date

 improve the programme of professional development, offering guidance and targeted training, and share staff's skills to raise the quality and consistency of teaching and improve outcomes for children 30/11/2016

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Due Date

To further improve the quality of the early years provision the provider should:

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Due Date

 strengthen partnerships with parents even more and encourage them to become more involved in children's baseline assessments and ongoing progress to quickly build on what children already know and can do when they first start and support their ongoing learning at home  monitor the progress groups of children make and identify gaps quickly in their learning in order to provide targeted support and improve outcomes.

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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.  The inspector completed a joint observation with the manager.  The inspector held a meeting with the manager. She looked at relevant documentation, such as the pre-school's self-evaluation and evidence of the suitability of staff working in the pre-school.  The inspector spoke to staff, children and a small selection of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management requires improvement

The manager has made significant changes since the last inspection. However, some changes are still in their infancy and not yet embedded into practice. This means they do not yet provide maximum benefit to children. Performance management is not yet fully effective. The manager has only been in post a short while and she has not yet had the opportunity to address all weaknesses in some staff's practice. This means that, on occasion, children's learning and development are still not promoted well enough. The manager is evaluating the provision and has begun to gain children's and parents' views to gain an accurate overview of the pre-school. Many parents comment that they are happy with the preschool and feel recent changes have been very positive. The arrangements for safeguarding are effective. Staff have a sound understanding of their responsibilities to protect children from harm. Recruitment processes are effective and all staff's suitability is

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Quality of teaching, learning and assessment requires improvement

Although staff are well qualified, the quality of teaching is variable. Some staff do not always recognise when they can challenge older children in their learning to extend and build upon their current capabilities. For example, at times, staff do not give children time to think and respond to questions. They often count for children and do not always encourage them to try and have a go before giving their support. This means children often give up easily and do not always stay focused. Younger children are supported well to join in and staff skilfully model and use repetition to help children's emerging language and understanding. Staff know children well and they track the progress they make. However, this information is not being used to plan very precisely across all areas of learning. In addition, information about children's learning is not always obtained from parents when children first start to enable staff to quickly identify children's capabilities.

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Personal development, behaviour and welfare are good

Children are confident and display high levels of self-esteem. They are proud to show off their achievements and take great delight in showing their parents pictures they have created. Children are effectively supported to develop their self-help skills in readiness for school. They make independent choices in their play and learn how to manage good hygiene routines. Children enjoy a selection of healthy snacks. They have daily opportunities for fresh air and exercise and benefit from using a range of large play equipment in the outdoor area. Children learn to be accepting of each other's similarities and differences and this is excellently role modelled by staff at all times.

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Outcomes for children require improvement

Teaching, planning and monitoring are not yet good enough to ensure that all children reach their full potential. All children, including those with English as an additional language, are making some progress from their starting points and gaining skills that will prepare them for school. Their physical skills are developing well as they manipulate and handle tools and equipment when playing with the dough and taking part in activities outdoors. Children learn to listen and enjoy stories and singing sessions.

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Setting details

Unique reference number 200857 Local authority Warwickshire Inspection number 1052729 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 24 Number of children on roll 13 Name of registered person Whitehall Under-Fives Pre-School Committee

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reference number

Date of previous inspection 10 May 2016 Telephone number 07716589903

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reference number

Whitehall Pre-School was registered in 2002. The pre-school employs four members of childcare staff. Of these, three hold appropriate early years qualifications at level 3 and one holds an appropriate early years qualification at level 4. The pre-school opens Monday to Friday, during term time only. Sessions are from 9.15am until 12.15pm. The pre-school provides funding for three- and four-year-old children. It 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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