First Friends Pre-School

First Friends Pre-School Ringway Primary School, Ringway, CHOPPINGTON, Northumberland, NE62 5YP

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Inspection date

Previous inspection date 3 November 2016 27 February 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

 Partnerships with parents are strong. Staff regularly share information with parents about their child's care and learning. The effective communication between parents and staff helps to ensure children's individual needs are met well.  Staff, parents and children are meaningfully included in the self-evaluation processes of the pre-school. This helps to identify areas for further improvement that will benefit all children.  Staff make frequent and detailed observations of children's learning in different circumstances and frequently gather information from parents to reinforce these assessments.  Staff provide a warm and nurturing environment. They engage well with the children, fostering each child's strong emotional attachments within the nursery. This helps children to settle in quickly and begin to develop strong friendships with others around them.  There are good links with the host school which most children move on to. Children

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This provision is good

visit the school and staff share information about children's learning. This helps children to make a positive progression to school and to adapt quickly to new routines.

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It is not yet outstanding because:

 Although most staff have a clear understanding of what children need to learn next, this is not always effectively shared. Therefore, not every opportunity is taken to extend children's learning.  The organisation of adult-led activities is not always flexible enough to enable children to make decisions and follow their own play ideas.

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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

 develop the methods for sharing information between staff to help them support what children need to learn next more consistently  improve the organisation of adult-led activities to enable children to make decisions and follow their own play ideas to help support their independent learning even further.

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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 headteacher.  The inspector held a meeting with the headteacher and manager. She looked at relevant documentation, such as the setting's self-evaluation and evidence of the suitability of staff working in the setting.  The inspector spoke to parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. All staff are trained in child protection. They have a secure understanding of the procedures to follow if they have any concerns about a child. All areas of the nursery are vigilantly checked throughout the day to keep all children safe and well. Staff recruitment is thorough and induction procedures ensure all newly recruited staff are effectively supported and monitored. A detailed analysis of children's progress over time is completed. This means that any gaps in learning for individuals or groups of children are identified and rectified quickly. The manager monitors the effectiveness and quality of teaching with support from the headteacher. This encourages the professional development of staff and helps to maintain a consistently good approach to teaching and children's learning.

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Quality of teaching, learning and assessment is good

The well-qualified staff team plans a wide range of purposeful, practical activities that show a good understanding of how young children learn. Children's communication and language skills are prioritised. Staff consistently ask questions and prompt discussion about what children are doing so that all groups of children extend their knowledge of new language swiftly. Staff plan activities that are well thought through to provide a range of skills and opportunities. For example, children learn it is far easier to blow the pompom off its peg than the heavy marble. They also learn to count as they are challenged to count the number of pegs. Older children are developing early reading skills well. They welcome regular opportunities to share and listen to a story and join in enthusiastically with rhymes. Children identify their own names when they register at the start of the session. They frequently make marks with felt tip pens, crayons and pencils, using these

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Quality of teaching, learning and assessment is good

to represent writing on many different surfaces from sand to paper.

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Personal development, behaviour and welfare are good

Children are happy to arrive at pre-school. Few have trouble leaving their parent and most set off eagerly to explore the activities on offer. Staff are gentle but firm as they lead and coax the youngest children who are still learning how to behave in the nursery. Older children play together harmoniously, sharing resources and taking turns. Children's health and physical skills are supported well. For example, they benefit from being able to spend time in the garden and are offered healthy snacks and drinks. Staff help children to keep themselves safe through the sensitive way they explain their expectations and help children to express their feelings and communicate their needs.

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Outcomes for children are good

All children, including those in receipt of funding, are working comfortably within the typical range of development for their age. The exciting range of activities means children develop a positive interest in learning. Older children's self-confidence is developing strongly. They are confident to approach and talk with unfamiliar visitors, engaging them in their imaginative play. Children listen to instructions well and help to carry out small tasks, such as tidying away toys. They are developing the key skills they need to support them with their move to school.

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Setting details

Unique reference number EY361308 Local authority Northumberland Inspection number 1065033 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 30 Number of children on roll 63 Name of registered person First Friends Pre-School Committee

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reference number

Date of previous inspection 27 February 2013 Telephone number 01670813463

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reference number

First Friends Pre-School has been registered since 2008. The pre-school employs seven members of staff. Of these, one holds qualified teacher status, two hold early years professional status, one holds an appropriate early years qualification at level 4, one at level 3 and two at level 2. The pre-school opens Monday to Friday term time only. Sessions are from 8.45am until 11.45am and from 12.15pm until 3.15pm. The pre-school provides funded early education for two-, 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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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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