Catshill Village Preschool

Catshill Village Preschool Catshill Methodist Church, Golden Cross Lane, Bromsgrove, B61 0LG

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Inspection date

Previous inspection date 5 January 2017 Not applicable

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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

 The management team demonstrates the drive, commitment and skills to enable them to consider and reflect accurately on the service that they provide. The experiences and opportunities that children are provided with are good.  Partnerships with parents are strong. Staff build good relationships with parents, which means that information about children's likes, interests and achievements at home are shared.  All children are making good progress from their starting points. Staff plan effectively to ensure that all children's next steps for learning are promoted during the day through a wide range of experiences.  New children settle quickly because they feel safe, secure and well cared for. Staff are deployed well so that all children benefit from adult interaction that helps to support their all-round development and emotional well-being.  Staff understand their responsibilities to work in close partnership with other

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This provision is good

professionals and outside agencies. This contributes to an inclusive approach to supporting children and their families.

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It is not yet outstanding because:

 Performance management arrangements for staff are not fully focused on thoroughly monitoring the quality of staff's teaching skills and the impact this has on children's learning.  Managers do not compare the progress of different groups of children to enable them to be sure that each group receives the precisely tailored support they need to make as much progress as possible.

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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

 embed the established system of performance management for staff and find more ways to evaluate and assess the impact of teaching on children's engagement and learning during activities  compare the progress made by different groups of children and check that all groups receive the support they need to increase the potential for them to achieve at the highest possible levels.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outside.  The inspector completed a joint observation with the manager.  The inspector held a meeting with the providers and discussed the impact of self- evaluation and monitoring.  The inspector looked at relevant documentation, such as evidence of the suitability of staff.  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

Managers and staff work well together to provide a positive, safe and stimulating environment for the children who attend. The arrangements for safeguarding are effective. The recruitment and vetting of staff is thorough, which helps to ensure their suitability. Staff understand their safeguarding responsibilities. The managers and staff continue to access training that helps them to understand any wider aspects of safeguarding practices that impact on children's safety. Meticulous record keeping promotes the smooth running of the pre-school for the benefit of the children. Parents are extremely complimentary about the experiences that their children have. They report that children are gaining the skills that they need to prepare them for their eventual move to school. The welcoming and friendly approach that staff present helps to engage parents in activity sessions and community events with their children.

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Quality of teaching, learning and assessment is good

Teaching is strong because staff involve themselves well in children's play. They ask questions and talk to children about what they are doing. For example, they ask how and why children have made pretend cakes when playing in the sand. Children are active in their learning because they have many opportunities to investigate. They show curiosity as they explore ice structures and demonstrate problem-solving skills as they use small-world figures to try and break the ice. There is a good balance of adult-led and child-initiated play experiences and an established routine that all children understand. Staff gather information from parents about children's starting points when they begin. This information is used to help monitor and track children's progress. Regular, targeted teaching helps children who have communication difficulties to build their confidence and skills in speaking, listening and attention.

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Personal development, behaviour and welfare are good

All children play well together because staff successfully foster collaborative play. This provides ongoing opportunities for children to learn from each other. Children's behaviour is good and staff encourage them to share and take turns. Children benefit from access to outdoor play areas where they can play in the fresh air. They skilfully negotiate space as they move around on ride-on toys. Snack time provides time for children to sit as a small group. Staff encourage them to pour their own drinks and to cut food, which helps to develop small-muscle skills. Children learn about routines that help to promote good health. They understand the importance of washing hands before they eat.

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Outcomes for children are good

All children, including those who receive government funding, make good overall progress in their learning and development. Staff give consideration to and review the impact of how additional funding is used. This helps to promote individual children's good progress. Children are gaining the skills that prepare them for school. All children appear happy, engaged and ready to undertake and learn from the varied range of opportunities that they are provided with throughout the session. Children listen well to instructions and they thoroughly enjoy recalling and joining in with familiar stories and rhymes.

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Setting details

Unique reference number EY482735 Local authority Worcestershire Inspection number 999789 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 48 Number of children on roll 30 Name of registered person Catshill Village Preschool Partnership

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reference number

Date of previous inspection Not applicable Telephone number 07725 746829

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reference number

Catshill Village Preschool was registered in 2014. The pre-school employs six members of childcare staff. Of these, four hold appropriate early years qualifications at level 3. The pre-school opens Monday, Tuesday, Thursday and Friday, term time only. Sessions are from 9am until 3pm. 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

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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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