Priory Parkside Pre-school

Priory Parkside Pre-school Kingsland Campus, Parkside Drive, Houghton Regis, Bedfordshire, LU5 5PY

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Inspection date

Previous inspection date 22 November 2016 10 September 2013

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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:

 On occasion, staff do not follow the key-person procedure that they have in place. Some children start the pre-school without staff having established enough information about them and their needs to support them to settle well.  Starting points in learning are not identified for all children. This means that staff are not able to support their learning from the beginning or measure the progress they make during their time at the pre-school.  Staff do not consistently use their assessments of children's development to prioritise the most relevant next steps in learning. Therefore, planning does not provide them with a good level of challenge to support their ongoing progress.

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It has the following strengths

 The provider and staff use self-evaluation to identify the strengths of the pre-school. There are plans for some improvement and the provider and staff team are motivated to raise the quality of care for children. They are welcoming of feedback and want to address weaknesses.  The quality of teaching is good overall. Staff extend children's thinking, give them time to respond to questions and know when to stand back and allow children to explore.  Children enjoy storytelling sessions. Staff hold up wooden figures to help children to understand characters. Staff use this as an opportunity to help children to learn about numbers and counting.  Children play outdoors where they test out their physical skills as they ride bikes and enjoy the freedom to run, jump and express themselves.

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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

 ensure that the key-person relationship is effective for all children to help staff to meet their individual needs and to support children to become familiar with the setting 03/01/2017

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Due Date

 identify children's starting points in learning in order to plan for their learning from the beginning and to monitor their progress over time. 03/01/2017

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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

 identify precise and challenging next steps in learning for children to support their progress.

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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 provider.  The inspector held a meeting with the provider. She looked at relevant documentation, such as the self-evaluation and evidence of the suitability of staff and volunteers working in the pre-school.  The inspector spoke to a small number of parents during the inspection and took account of their views.  The inspector talked to children and staff throughout the inspection.

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Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are effective. There is a robust procedure for the recruitment of new staff and child protection is given high priority. Staff work closely with the Local Safeguarding Children Board. They undertake regular training and work alongside professionals to share information when required to help promote children's safety and well-being. Supportive supervision meetings help staff to stay motivated. Targets are set to help review staff performance and to identify training needs. The manager is highly qualified and uses her knowledge to review the quality of teaching. Generally, the staff know families well, although they do not always gather sufficient information from all parents and carers. Children for whom the pre-school receive funding have strategies in place to help support their learning. Funding is used effectively to help meet children's diverse needs.

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Quality of teaching, learning and assessment requires improvement

Staff have undertaken a project to help them to improve the quality of their teaching of communication and language skills. Children are confident and capable talkers who share their ideas readily. They talk about what interests them, such as spiders and describe their features. Children are animated as they explain about spiders with small bodies and big legs. Usually, staff sit with parents and discuss their children's learning when they first start at the pre-school. This helps staff to identify children's starting points and to plan for their learning. However, there are rare occasions when staff do not do this. As a result, staff are unable to plan for these children or review their progress. Furthermore, sometimes staff focus on next steps in learning that children have already achieved or that are not challenging enough to promote their good progress.

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Personal development, behaviour and welfare require improvement

Staff are caring and considerate towards children. Children appear confident and play together well. They talk to staff and include them in their imaginative games. Despite there being key-person arrangements in place, staff do not follow these procedures for all children. Some children start at the pre-school without staff gathering any information from their parent or carer to help them to feel reassured and to settle quickly. Staff focus on helping children to learn about being fit and staying healthy. They teach children about caring for their teeth and why it is good to visit the dentist.

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Outcomes for children require improvement

Overall, children, including those for whom the pre-school receives additional funding, make steady progress in their learning. Generally, children are developing some of the skills they need in readiness for moving on in their learning and eventually starting school. Children behave well and are developing social skills. They use role play to express their ideas and use their imagination as they play.

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Setting details

Unique reference number EY460706 Local authority Central Bedfordshire Inspection number 1066788 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 24 Number of children on roll 16 Name of registered person Sarah Jayne Wilkinson

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reference number

Date of previous inspection 10 September 2013 Telephone number 07972702753

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reference number

Priory Parkside Pre-school was registered in 2013. The pre-school employs four members of childcare staff. Of these, all hold appropriate early years qualifications at level 3 and above, including the manager who holds qualified teacher status. The pre-school opens from Monday to Friday during term time. Sessions are from 9.30am until 2.30pm. The pre- school provides funded early education for two-, three- and four-year-old children. The pre-school supports a number of children who speak English as an additional language and those who have special educational needs or disabilities.

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

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