Rosebuds Pre-school Southwold

Rosebuds Pre-school Southwold Southwold Primary School, Cumberland Road, Southwold, Suffolk, IP18 6JP

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Inspection date

Previous inspection date 17 June 2016 17 June 2015

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Previous inspection: Requires Improvement

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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

 Managers do not follow the setting policy with regard to the recruitment of new staff.  Robust checks of the learning environment and the quality of teaching are not effective in ensuring that every child makes as much progress as they can.  Variability in the quality of teaching means that children are not benefitting from some activities as much as they should.  The planning of activities for the indoor learning environment is not good enough to ensure every child makes the best possible progress in their learning.

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It has the following strengths

 The pre-school is very welcoming and inclusive. Children are happy, confident and have formed close relationships with staff. Parents speak very highly of the pre-school and the support they receive.  Children's interests are addressed effectively in the well resourced outdoor play area. They choose from a good variety of inviting activities.  The setting works well with the school to ensure that children have a smooth transition into the reception class.

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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

 plan challenging and enjoyable experiences that meet each child's needs to promote good progress in their learning and development 22/07/2016

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Due Date

 improve the quality of teaching to ensure that children are consistently challenged, especially in the indoor learning environment, to promote sustained progress 22/07/2016

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Due Date

 devise better systems to monitor all aspects of the provision including the learning environment and the quality of teaching. 22/07/2016

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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

 ensure policies and procedures are followed with regard to the recruitment of staff.

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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 carried out a joint observation with the manager.  The inspector spoke with the manager, staff and children at convenient times throughout the inspection.  The inspector viewed documentation, including children's records, attendance registers, self-evaluation and the suitability of staff working in the pre-school.  The inspector spoke to parents and took account of their views.

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Inspector

Susan Brockhouse, Her Majesty's Inspector

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Effectiveness of the leadership and management requires improvement

Safeguarding is effective. Leaders have not followed their procedure for the recruitment of staff. However, they have taken action to address this, such as obtaining Disclosure and Barring Service (DBS) checks to ensure that staff are suitable to work with children. Improvements have been made to support children’s learning since the last inspection. Staff regularly record children's starting points and the observations they make of children's learning. They use these effectively to establish what children need to learn next. However, this information is not used well enough to plan activities indoors that excite and challenge children sufficiently. Managers and staff are becoming more skilled at using the new online learning journal to check children's progress. Better focus on staff development has increased the range of training staff now complete to improve their practice.

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Quality of teaching, learning and assessment requires improvement

Children experience a mixture of good and weak teaching. Although staff do know what most children are capable of, they do not make best use of this information when teaching children. Some older and more-able children are not sufficiently challenged because some activities are too simple. For example, images of food were pre-cut for children to stick onto a picture of a shopping trolley. At times staff allow two-year-old children, who want to explore alone or watch older children, to do so. At other times, staff insist younger children join-in group activities that are not planned well enough to meet the learning needs of the mixed age range of children. A range of stimulating activities are available in the well-resourced outdoor area. In contrast, the range of activities inside are limited.

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Personal development, behaviour and welfare require improvement

On occasion’s staff do not pay enough attention to the needs of the younger children. Despite this, there is a suitable key-person system. When children arrive at the pre-school they are keen to learn and participate. Their relationships with each other and the staff are happy and friendly. Children have opportunities to learn about the local and wider community. For example, they joined the crowd cheering on women cyclists when Southwold hosted the starting stage of the women's cycling tour. Mealtimes are used well to support children's transition to school. They join pupils from the school in the main hall for lunch. They know the routine well and show good independence skills as they line up for their school dinner or sit and eat their packed lunch.

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Outcomes for children require improvement

Children do not make good enough progress to ensure they are fully prepared for the next stage in their learning. However, during the inspection children were seen to be keen to learn. They are developing communication, social, mathematical and early writing skills. Older children are keen to write their own names on their work and can identify the letters in their name in other contexts. They use their imagination as they build a wall with the plastic bricks and play cement mixture; they count the bricks and solve the problem of how to stop the wall falling down.

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Setting details

Unique reference number 251615 Local authority Suffolk Inspection number 1051597 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 - 5 Total number of places 16 Number of children on roll 30 Name of registered person Rosebuds Pre School Committee

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reference number

Date of previous inspection 17 June 2015 Telephone number 01502 723137

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reference number

Rosebuds Preschool was registered in 1995 and is managed by a committee of parents. The pre-school employs five members of staff. All staff hold an appropriate early years qualification. The pre-school opens during term time. Sessions are from 9am until 12 noon and 12.30pm to 3pm. A lunch session runs between 12 noon to 12.30pm. The pre-school provides funded early education for three- and four-year-old children.

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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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