Pre-School at Shirley

Pre-School at Shirley Shirley Community Nursery and Primary School, Nuffield Road, Cambridge, Cambridgeshire, CB4 1TF

p.1

Inspection date

Previous inspection date 11 October 2016 23 September 2013

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Children enjoy their time in a well resourced and interesting learning environment and are making good progress. Learners who prefer an outside environment are well supported through free access to the setting's stimulating and welcoming garden.  Staff are positive role models. They consistently manage children's behaviour well to help them to develop an understanding of right and wrong. Children are polite and friendly and are learning to take turns and share. They are confident and happy and involve others in their games.  Staff provide extra activities for children's enjoyment and physical development. For example, a regular yoga session helps children develop new skills. They listen to instructions well and show pleasure as they respond and move like lions and giraffes.  The management team demonstrates a clear drive for ongoing development of the setting. Leaders understand the needs of the local area and have tailored the provision

p.1

This provision is good

to meet these. Self-evaluation is effectively used to drive continuous improvements and staff development is highly valued. Parents' views are sought and acted upon.

p.1

It is not yet outstanding because:

 The revised system to track and monitor children's progress is not yet fully embedded in practice. As yet, it does not identify any emerging gaps in children's learning and development as promptly as possible.  Not all staff's teaching skills are highly developed. While they naturally join in with children's play, some staff do not consistently recognise opportunities to extend and build on what children can already do.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 review the new tracking system fully to help staff get a more prompt and specific overview of where individual children and different groups of children are at in their learning in order to identify any gaps swiftly  strengthen staff's skills in recognising the spontaneous learning opportunities in all that children do, to continually support, extend and build on what children already know.

p.2

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

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. All staff can recognise the signs and symptoms of possible abuse and are confident about how to record and report concerns regarding a child's welfare. Up-to-date training in safeguarding, food hygiene and first aid helps staff to provide appropriate care for children. Vigilant staff carry out regular risk assessments to ensure children's safety. Effective induction procedures, regular supervision and team meetings are used to develop staff practice. There are good links with local agencies, such as the children's centre, to help children receive any additional support they need. Parents speak highly of the setting. They value the support staff have provided to extend children's learning, both in the setting and at home.

p.3

Quality of teaching, learning and assessment is good

A wide range of activities engages children in learning across all areas, both inside and outdoors. Effective support is provided for children's language development. Staff join in with children's play, talking with them and helping them speak clearly. Visual cues support children who are learning English as an additional language or those less confident at speaking in groups. Opportunities for early mathematical development are provided. Children work out if they need more butter as they bake cakes, looking for the correct number on the scales. Discussions about size are woven into activities and children learn words like huge and tiny. The sharing of learning records, daily feedback and parents' evenings ensure parents are actively involved in their children's learning. Staff have a good understanding of each child and use their interests well to plan experiences that children enjoy. Regular observations and assessments help to ensure children achieve

p.3

Personal development, behaviour and welfare are good

Children settle quickly at the setting and have caring and flexible relationships with their key person. They are supported well to make the move from home to the setting. Children's independence is developing well. They confidently wash their hands after activities, often without prompting. They know where their peg is and how to access their coats before going outside. Children are learning about healthy lifestyles. They are provided with healthy snacks and have regular opportunities to be engaged in physical play. Good links with the local school ensure children are emotionally well supported when they move on to school. Children show caring attitudes towards one another.

p.3

Outcomes for children are good

Children are motivated and eager to learn, regularly returning to activities to strengthen their learning. They spend time exploring magnets, working out what is metal and what is not. They show delight as they feel the pull of stronger magnets in their hands. Outside, children work out how to put together structures to roll balls and cars down. When playing with dough, children are supported to use rolling pins correctly to make the dough flat. Children develop balancing skills as they practise climbing over and across crates or ride scooters. Children gain the key skills they need to be ready for the next stage of their learning, including school.

p.3

Setting details

Unique reference number EY461579 Local authority Cambridgeshire Inspection number 1066835 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 26 Number of children on roll 26 Name of registered person Cambridge Associates In Management Limited

p.4

reference number

Date of previous inspection 23 September 2013 Telephone number 01223 712256

p.4

reference number

Pre-School at Shirley was registered in 2013 and is one of two settings owned by Cambridge Associates in Management Limited. It offers funded early years education for eligible two-, three- and four-year-old children. The pre-school supports children who are learning English as an additional language. The pre-school is open each weekday, during school term time, from 9am until 3pm. Children attend for a variety of sessions. The pre- school employs seven members of staff, of whom, six hold relevant childcare qualifications. Of these, three are qualified to level 5 and one at level 6.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5