Stedham Squirrels Pre- school

Stedham Squirrels Pre- school Stedham School, School Lane, Stedham, Midhurst, GU29 0NY

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Inspection date

Previous inspection date 8 September 2016 Not applicable

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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

 Leaders and managers have high expectations of children. Staff work well as a team. They know the children well and plan a stimulating learning environment.  Children are happy, imaginative and motivated learners. They make good progress in their learning and development.  Staff provide good opportunities to build on children's understanding about aspects of their local community. For example, they take children to visit the local fire station to help children learn how to stay safe.  Staff work closely with parents to support children who require additional help. They work together to seek help for children in a timely way to help them catch up quickly.  Staff reinforce expectations for behaviour positively to help children respect and understand each other's needs.

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It is not yet outstanding because:

 Leaders and managers do not use opportunities as they arise to build on staff's personal effectiveness. For example, staff do not consistently extend children's learning.  Leaders and managers do not review the quality of provision precisely. For example, they do not consistently use children's assessments to identify less obvious gaps in the children's learning or review the activities planned to ensure they help children catch up even more rapidly.

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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

 build on existing arrangements for staff's professional development to further improve their expertise and teaching practice  refine the monitoring of groups of children's progress to more precisely identify any less obvious gaps in their learning, to plan and help to close these even more rapidly.

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Inspection activities

 The inspector observed indoor and outdoor activities and completed a joint observation with the manager.  The inspector held a conversation with the manager and spoke with all members of staff present on the day.  The inspector took account of the views of parents, spoken to on the day.  The inspector checked evidence of staff suitability and sampled the documents that support the day-to-day running of the setting.  The inspector took account of the children's assessment records and the planning documents.

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Effectiveness of the leadership and management is good

Leaders and managers organise the staff effectively to keep children safe and to help children play and learn. Safeguarding is effective. Leaders and managers ensure that staff are fully aware of how to protect children's welfare. They make sure that staff know and clearly understand what they have to do if they have a concern for a child. Leaders and managers listen to the staff and support them to attend necessary training to help them in their roles. For example, the special educational needs coordinator has been on specific training to help her support children who require extra help effectively. The leaders attend local network meetings and share best practice with staff to benefit children.

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Quality of teaching, learning and assessment is good

Staff use accurate assessments of individual children to plan interesting activities. They are confident in their knowledge of how to teach the next steps to support each child's development. Staff are sensitive to children's developing confidence and provide opportunities for other children to celebrate their friends' success. For example, staff asked all children to celebrate the success of a child's finished model with a clap. Staff listen carefully to the children and extend their play. Key persons support their children well. Children settle quickly to the routines; they know how to sit and listen, and when to go outside to play. Children accept staff invitations to work together in small groups. For example, staff model and extend children's spoken language as they join in a cutting and sticking activity to choose food they like.

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Personal development, behaviour and welfare are good

Staff develop children's imagination and curiosity. They plan and provide a good range of opportunities for children to develop their physical skills. Staff encourage children to run, climb, slide, and ride wheeled toys around an exciting track. Children's health, well-being and care are a priority for the staff. For instance, they recognise the visual clues of children wriggling or fidgeting as they play, and frequently ask if younger children need the toilet. Staff encourage each child to take time to complete tasks, such as time to enjoy their snack and drink.

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Outcomes for children are good

Children are working at the typical levels of development for their age or stage of learning. They learn to move with confidence, for example, children successfully negotiate obstacles. Children learn to count, sing songs and join in action rhymes. They learn mathematical language; for example, they talk about shapes used to build a reindeer, a shark and two birds. Children paint good pictures of themselves, including key features such as eyes and hair.

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Setting details

Unique reference number EY481333 Local authority West Sussex Inspection number 987986 Type of provision Full-time 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 20 Number of children on roll 17 Name of registered person Stedham Squirrels

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reference number

Date of previous inspection Not applicable Telephone number 07887887422

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reference number

Stedham Squirrels Pre-school is run by a voluntary committee and registered in 2006. It re-registered in 2014. It operates from a classroom in Stedham School in the village of Stedham, in West Sussex. The pre-school is open five days a week during school term times only. The pre-school is open each day from 9am to 3pm. It offers a breakfast club from 8am to 9am and an after-school club from 3.30pm to 5.45 pm. The pre-school receives funding to provide free early education for children aged two, three and four years. There are five staff, who all hold a relevant qualification at level 3. The manager has a foundation degree in early childhood studies.

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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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