Apsley Lock Pre School

Apsley Lock Pre School BLRA Community Room, Unit 4 Evens Wharf, Apsley, Hemel Hempstead, Hertfordshire, HP3 9WU

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Inspection date

Previous inspection date 8 December 2016 7 March 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

 Children attend for a gradual settling-in process which supports them in building close relationships with their key person. Staff are supportive and meet children's needs. This successfully encourages children in building their confidence.  Staff work in close partnership with parents. They discuss assessments of children's learning and development on a regular basis. Staff provide ideas and information about what parents can do at home to further their children's learning.  The well-qualified staff have good understanding and knowledge about how children learn and develop. They provide activities that capture children's interest and challenge them appropriately.  Children's speech and language development are promoted effectively by the staff. They talk to children about what they are doing. Staff use descriptive words that they introduce during activities to further develop and strengthen the children's skills.

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This provision is good

 The management team frequently evaluates their practice and the range of activities available for the children. The views of parents, staff and children are gathered. These are taken into account when targets for improvement are identified and set.

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It is not yet outstanding because:

 Staff do not always share as much information as possible about children's learning and development with other settings that they attend, in order to further support continuity of learning.

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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

 enhance the partnerships with other settings children attend, sharing more relevant information in order to promote continuity in children's learning and development and complement their experiences.

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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 nursery manager and the acting manager.  The inspector held a meeting with the nursery manager and acting manager. They looked at relevant documentation, such as the nursery's policies and procedures and evidence of the suitability of staff working in the nursery.  The inspector looked at children's assessment records and planning documentation, and discussed these with staff.  The inspector spoke to some parents and children and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff have a good knowledge and understanding about the signs and symptoms of abuse. They know who to contact in their local authority and the procedures to follow to report any such concerns. The manager regularly reflects on information gathered in assessments of children's progress to identify any gaps in learning and provide support to enable their continuing development. Children's starting points are identified from information gathered from parents during children's settling-in sessions. Staff attend supervision meetings, take up opportunities for training and undergo professional development to strengthen their skills and understanding.

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Quality of teaching, learning and assessment is good

Staff skilfully use questioning as one way to encourage children to think and work out problems for themselves. For example, when approaching a road, staff ask children what they need to do to check that it is safe to cross. Children's mathematical skills are encouraged through the opportunities available for counting, such as when they line up for outdoor play. Together, they count the total number of children attending that day. Children develop their imaginative skills as they play a game with the small-world toys and doll's house. Staff talk to children to help them make links between their play and their home life, such as conversations about a new sibling. They skilfully incorporate children's next steps in learning into the weekly plan of activities. This effectively supports children to continue to be challenged and make good progress in their learning.

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Personal development, behaviour and welfare are good

Children are supported to learn the differences between right and wrong. Staff provide clear explanations about behaviour which strengthens children's understanding of how to treat and respect one another. Children are provided with healthy snacks. They are encouraged to learn about living a healthy lifestyle. Staff have discussions with children about eating nutritious food and they read stories to learn more about what food is good for them. Children enjoy developing their physical skills as they take frequent trips to the local parks and walks around the nearby lock. Staff effectively use these opportunities to develop and extend children's understanding and knowledge of their local environment. Staff encourage children to talk about the differences identified in the changing seasons. For example, children comment on the leaves falling from the trees and how the barges have parked for the winter in the lock.

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Outcomes for children are good

Children are eager learners and enjoy taking part in a wide range of learning opportunities. All children, including those who have special educational needs or disabilities and children who speak English as additional language, make good progress from their starting points. They learn the skills needed ready for moving on to school. Children enthusiastically join in with stories and eagerly respond when they are asked a question.

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Setting details

Unique reference number EY302558 Local authority Hertfordshire Inspection number 1064705 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 20 Number of children on roll 26 Name of registered person Apsley Lock Pre-school Committee

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reference number

Date of previous inspection 7 March 2013 Telephone number 07891 093 523

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reference number

Apsley Lock Pre School was registered in 2005 and is operated by a management committee. The pre-school employs seven members of childcare staff. Of these, three hold appropriate early years qualifications at level 2 or above, including two with qualified teacher status. The pre-school opens from Monday to Friday term time only. Sessions are from 9.15am until 12.15pm. On Monday to Thursday they open until 12.55pm for the lunch club. The pre-school provides funded early education for two-, three- and four-year- old children. The pre-school supports children who have special educational needs or disabilities and children who speak English as an additional language.

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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

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reference number

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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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