The Peaks

The Peaks Peak Dale Primary School, School Road, Peak Dale, BUXTON, Derbyshire, SK17 8AJ

p.1

Inspection date

Previous inspection date 11 January 2017 Not applicable

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 manager is ambitious for all children to learn in a stimulating environment and achieve well. She has high expectations and sets a clear direction for the pre-school's future development. She is strongly supported by the staff team.  Children, including those who have special educational needs and disabilities, make good progress in their learning during their time in the pre-school. They acquire the knowledge, skills and understanding they need to succeed in their future education, including starting school.  The staff accurately assess children's learning and development needs. They plan stimulating and imaginative activities to engage children's interests and promote curiosity.  The staff help children to develop good social skills. Children learn to cooperate and play and learn together. They are well behaved and learn to follow instructions.  Staff establish good relationships with parents. They keep them well informed about

p.1

This provision is good

their children's progress. Parents appreciate the warm and welcoming environment the staff provide. The pre-school forms strong links with other settings children attend.

p.1

It is not yet outstanding because:

 The leadership team does not fully analyse the progress made by all groups of children to reduce any differences in their achievement.  Staff's professional development is not yet robustly focused on raising the quality of practice to an outstanding level.

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

 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 level  strengthen procedures for staff's professional development to raise the quality of teaching to outstanding.

p.2

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 spoke with staff and children during the inspection.  The inspector completed a joint observation with the pre-school manager.  The inspector held a meeting with the pre-school manager. He looked at relevant documentation and evidence of the suitability of staff working in the pre-school.  The inspector took account of the views of parents.

p.2

Effectiveness of the leadership and management is good

The manager has created an effective team of staff that shares a drive for consistent improvement. The management team gathers the views of parents, staff and children to sharply evaluate the quality of provision and plan future developments. For example, the pre-school has developed the systems for giving frequent feedback to parents in response to their suggestions. The staff form strong links with other settings children attend. This contributes to good continuity in their learning and development. The arrangements for safeguarding are effective. All staff have first-aid training and know how to respond to an accident. Staff are well deployed to supervise children. They have attended child protection training and they ensure their knowledge and understanding are up to date.

p.3

Quality of teaching, learning and assessment is good

Staff accurately assess children's achievements. Staff make effective use of assessments to help children make good progress towards the next steps in their learning. Resources are colourful and stimulating and children are keen to play with them. For example, children develop their shape and number skills when they order dinosaur toys in a model prehistoric land. Staff help children to listen carefully and think about what they hear. For example, children pay close attention to the story they are listening to and keenly anticipate what will happen next. Staff help children develop their curiosity and explore the world around them. Staff make very good use of their close partnership with the primary school they are based in, to prepare children for the next stage in their education. For example, children develop their thinking and problem-solving skills in their regular woodland activities with older children.

p.3

Personal development, behaviour and welfare are good

Staff set a very good example for children to follow. There is a calm, yet busy atmosphere indoors and outside. Children are polite and friendly. They learn to take their turn and share resources with each other. There are good procedures to help children have a smooth start to their time in pre-school. Children and their parents get to know their key person well. This helps children to grow in confidence and feel secure. Staff promote children's knowledge and understanding of healthy lifestyles and good hygiene procedures. They help them to make healthy choices and to try new food and to be physically active. Children's independence skills are well established. They help to plan their own learning and are very efficient at tidying and organising their toys and activities.

p.3

Outcomes for children are good

Children achieve well from their individual starting points. Children, including those who have special educational needs and disabilities, make good progress in their communication skills. They develop a good knowledge of popular stories and nursery rhymes and join in well with repeated phrases in the story. They develop early reading and writing skills well. For example, they sort pebbles with letters on to match their name cards and make new words. Children achieve well, using their creative and problem- solving skills.

p.3

Setting details

Unique reference number EY480201 Local authority Derbyshire Inspection number 984691 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 3 - 5 Total number of places 24 Number of children on roll 10 Name of registered person Paula Jane Beswick

p.4

reference number

Date of previous inspection Not applicable Telephone number 07946348674

p.4

reference number

The Peaks was registered in 2014. The pre-school employs three members of childcare staff. Of these, all hold appropriate early years qualifications at level 3. The pre-school opens on Wednesdays during term time only. Sessions are from 9am until 3pm. The pre- school provides funded early education for three- and four-year-old children. The pre- school also operates four days a week at a nearby venue under a separate early years registration.

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