Rainy Days Pre-School

Rainy Days Pre-School The Labour Hall, 119 Lyndhurst Road, Worthing, West Sussex, BN11 2DE

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Inspection date

Previous inspection date 9 November 2016 9 January 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

 Leaders ensure that the evaluation of the pre-school is effective. They take the views of parents into account when making developmental plans. For example, recent changes have given parents more information on children's learning.  Staff form close bonds with children. Children settle very well. Parents know who their children's key person is and use them well as a point of contact for passing on information about their care. Children are confident and interested learners. They enjoy investigating and 'having a go', for example, as they complete puzzles. They build good friendships with their peers.  Staff make accurate observations and assessments of individual children or groups of children. Leaders monitor children's progress to ensure staff organise additional opportunities to close any gaps in learning. For example, staff give one-to-one attention and model language to support children's developing communication skills.

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This provision is good

 There is a wide variety of resources and leaders support staff to provide stimulating and interesting activities, indoors and outdoors. Children make good developmental progress from their starting points.

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It is not yet outstanding because:

 Not all staff are consistently well supported in their professional development to help ensure that their level of effectiveness and teaching is constantly improving.  Staff do not routinely make the most of their existing partnerships with parents to encourage them more to support and contribute to their children's learning at home.

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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 the good support for staff in their professional development to help them improve teaching skills and children's outcomes even further  develop the partnerships with parents to encourage them to be more involved in supporting and contributing to their children's learning at home.

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Inspection activities

 The inspector toured the premises and observed the impact of teaching on children's learning and development.  The inspector spoke with parents to gain an understanding of their views.  The inspector completed a joint observation of an activity with the manager.  The inspector sampled a range of documentation.  The inspector spoke with the manager and staff about their practice and the impact on children's learning and development.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Leaders and staff have a good awareness of child protection matters and the procedures for dealing with concerns. Staff work well together to support children's learning. For example, they have regular meetings where they share ideas and use children's interests in the planning of activities. Leaders ensure that staff numbers are high to help ensure effective supervision of children and to support their safety. Staff help children to understand and value their cultural and physical similarities and differences. For example, some parents visit and share their knowledge about festivals and celebrations from around the world with children. Leaders work effectively with other professionals, including those involved with children who have special educational needs or need additional input. They use additional funding well to support children's individual needs, such as buying specific resources to interest them in learning.

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Quality of teaching, learning and assessment is good

Staff interact well with children and engage them effectively in play and conversations. For example, they join in with children playing creatively with the modelling dough and repeat and reinforce new words. Staff understand how children learn. They know when to be close by to intervene and encourage children to try and when to step back to allow children to experiment and learn on their own. Staff tailor activities well to the needs of the children. For example, they support younger children to use pictures to explain a story as older children join in with telling the story.

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Personal development, behaviour and welfare are good

Staff ensure that accurate information is passed on to parents about their children's time at the setting, including accidents and incidents. They support children's personal needs very well, for example, helping with toilet training and changing nappies regularly and sensitively. Staff encourage children to eat healthy foods at snack times and they inform parents about ideas for nutritious packed lunches. Children enjoy regular physical play outside and learn about leading healthy lifestyles. Older children help younger children, for example, when they engage in role play games together. Staff role model positive language and behaviour and children behave well.

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Outcomes for children are good

Children are independent, for example, they enjoy choosing activities and resources to play with. They are confident to ask for help when needed and show respect for staff and their friends. Children are enthusiastic and enjoy learning. They concentrate well and are keen to join in with group activities. For example, they sing songs together and join in with telling stories. Older children willingly practise their early writing. They are well prepared for their next stages in learning, including the move on to school.

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Setting details

Unique reference number EY320516 Local authority West Sussex Inspection number 1061968 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 30 Number of children on roll 50 Name of registered person Lorraine Jayne Caroline Jones

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reference number

Date of previous inspection 9 January 2013 Telephone number 01903 214212

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reference number

Rainy Days Pre-School registered in 2006 and is situated in Worthing, West Sussex. The pre-school is open from Monday to Friday, 8.30am until 4pm, term time only. The provider receives funding to provide free early education for children aged two, three and four years. There are nine staff; of these, seven hold a relevant level 3 childcare qualification.

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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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