Rufforth Pre-School

Rufforth Pre-School Rufforth Institute, Wetherby Road,Rufforth, York, North Yorkshire, YO23 3QB

p.1

Inspection date

Previous inspection date 28 November 2016 18 October 2012

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The well-qualified staff have a good understanding of how children learn. They organise the indoor and outdoor learning environments with children's individual interests in mind.  Staff have a secure knowledge of the children and families they are working with. The effective key-person system helps to ensure children are emotionally prepared for the next stage in their learning and the move on to school.  Staff form successful partnerships with parents and others. They engage with parents to support children's learning in the pre-school and at home. Staff link with other settings that children attend. This helps to ensure a consistent approach to children's ongoing progress.  Staff are good role models and manage children's behaviour effectively. Staff are calm and praise children appropriately throughout the session. Children readily go to staff for support and reassurance.

p.1

It is not yet outstanding because:

 Since the last inspection, the manager has implemented a process for staff supervisions. However, these do not yet focus precisely enough on assessment and monitoring of staff's practice in order to raise the quality of teaching to an outstanding level.  Teaching is good overall, although occasionally, staff do not reshape activities to give children the encouragement and challenge they need to make sure they make the best possible progress in their learning.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 evaluate and monitor more precisely how staff can develop their teaching skills, in order to raise the quality of teaching to an even higher level for all children  reshape activities in response to children's individual abilities, and offer the encouragement and challenge they need to achieve as much as possible.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector discussed the joint observation with the manager.  The inspector talked to the staff and children at appropriate times throughout the inspection.  The inspector talked to the pre-school manager and looked at relevant documentation, such as the pre-school's self-evaluation document and evidence of the suitability of staff working in the pre-school.  The inspector spoke to several parents during the inspection and took account of their views.

p.2

Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. Recruitment procedures are secure and help to ensure that staff are suitable to work with children. Additionally, staff have a good understanding of the signs of abuse and how to protect children from harm. The manager has introduced a system to gather and analyse information about children's ongoing progress to identify any gaps in learning. The small staff team is experienced and well qualified. They work well as a team, sharing views to enhance their own professional development. Staff work closely together to highlight areas for future development and make changes that improve practice and the provision overall. Additional funding is used well to meet the needs of the most disadvantaged children. For example, the manager has increased the working hours of some staff to provide children with greater support when required.

p.3

Quality of teaching, learning and assessment is good

Staff gather information from parents when children first start, in order to support children effectively and to help ensure they settle quickly. They are skilful in following children's interests. Staff get to know children well through regular observations and assessments of what they can do. Overall, they effectively use this information to plan activities that are tailored to children's individual interests and abilities. This contributes to the good progress children make. Children are enthusiastic and motivated as they experience a good mix of adult-led activities and free play. They enjoy free access to a varied range of toys and resources, set out each day by the staff. Children are imaginative and they enjoy role play activities, particularly with the kitchen, dolls and pushchairs. Staff support children to learn about shapes, colour and numbers through daily routines and in planned activities, for example, as they mould and shape play dough. Staff use effective

p.3

Quality of teaching, learning and assessment is good

questioning techniques to build on what children already know.

p.3

Personal development, behaviour and welfare are good

Children are warmly welcomed by staff, supporting their emotional well-being. Children develop their confidence as they move around, choosing what they would like to do. Children are familiar with daily routines, such as daily snack, and follow instructions carefully. Children are encouraged in their independence as they manage their own personal hygiene and select their own snack foods. Children's physical well-being is supported as they have opportunities to run and use wheeled toys in the outdoor area and enjoy using the slide indoors. Children are encouraged to share and take turns as they play alongside each other.

p.3

Outcomes for children are good

All children make good progress. Younger children are self-assured and show a willingness to explore their environment freely and independently. They are confident to tackle new challenges and eager to develop new skills. Older children are keen to develop early friendships and show care and concern for one another. They have an active voice, showing confidence in expressing their own views and ideas. This prepares all children well for the move on to school.

p.3

Setting details

Unique reference number 321492 Local authority York Inspection number 1059586 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 12 Number of children on roll 13 Name of registered person Rufforth Pre School Committee

p.4

reference number

Date of previous inspection 18 October 2012 Telephone number 07999557171

p.4

reference number

Rufforth Pre-School was registered in 1971 and is managed by a voluntary committee. The pre-school employs three members of childcare staff. All hold appropriate early years qualifications. Of these, two hold level 3 and the one holds qualified teacher status. The pre-school opens on a Monday from 9am until midday, and a Wednesday and Friday from 9am until 3pm. The pre-school provides funded early education for two-, three- and four- year-old children.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

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

p.5