Ramalley Pre-School

Ramalley Pre-School 2nd Chandlers Ford Scout HQ, Ramalley Lane, Chandlers Ford, Hampshire, SO53 1JG

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Inspection date

Previous inspection date 13 January 2017 17 July 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 make good progress. They enjoy learning through play and freely move about the environment making independent choices.  Staff work very closely together. They use their knowledge to help children develop the skills needed to support the next stage in their learning. Staff have good links with schools, which enable them to help prepare children for their move.  Children behave well. They listen, follow instructions and understand the need to share and take turns. Children have good levels of emotional well-being.  Partnerships with parents are good. Parents are encouraged to be involved in their children's learning and care. For example, they look at children's learning journals and receive a written report that explains what they can do to support their learning at home.  Staff work closely with other professionals, such as special educational needs coordinators, to support children who need additional help. Children are prepared well

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It is not yet outstanding because:

 Staff do not always make the most of opportunities to further encourage children to take managed risks and try new activities.  Children are not consistently able to share in each other's achievements and successes.

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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

 make greater use of opportunities to encourage children to explore new experiences further  build further on opportunities to help children recognise and celebrate each other's achievements.

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Inspection activities

 The inspector toured the setting.  The inspector took account of the spoken and written views of parents.  The inspector held discussions with the manager in relation to the setting's self- evaluation, observations of children's play, learning and progress.  The inspector held discussions with all staff.  The inspector looked at a wide range of documentation, including policies, records of children's progress and certificates.

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Effectiveness of the leadership and management is good

The manager has clear expectations for staff and the children. She makes good use of self-evaluation to help her plan improvements to the setting. Communication between staff is good. For example, at the start of each day staff talk about their key children and discuss what support they need. The manager provides staff with good professional development opportunities. For instance, staff attended training to enable them to use hand signs to reinforce instructions for children with hearing difficulties. Safeguarding is effective. Staff have attended safeguarding training to a high level and know how to recognise and report concerns. They have a good understanding of current child protection guidance and practice.

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Quality of teaching, learning and assessment is good

Assessment is effectively used to help staff identify children's skills and abilities. Staff complete ongoing observations of children playing and know what children enjoy. They plan accordingly to help all children make good progress. For example, staff know children like the 'stick game'. All children take their turn to choose the colour of the sticks. They sing songs in a large circle and practice high, low, quick and slow movements with the sticks. They follow each other, moving around the room singing action rhymes. This helps to support various aspects of children's learning, including physical, communication and language, and mathematical development.

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Personal development, behaviour and welfare are good

Children know the routines well and develop good independence and self-care skills. For example, they take off their coats and put their baskets near their names. Children quickly settle into their play. They choose when they want to eat or have a drink. Children are independent; for instance, they pour their drinks and help themselves to fruit. They choose if they would like to go outside to play, where there is a good range of games and activities available. For example, children balance on wooden planks, put on builders' hats and pretend to repair the wind chimes.

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Outcomes for children are good

All children make good progress from their different starting points. Those children who need additional support catch up and learn good levels of basic skills. Children develop good early reading skills, for example they listen well to stories and talk about the pictures in the books. They use their good range of vocabulary and understanding to predict what they think will happen next. Children explore numbers; they learn to count backwards from 10 to zero to launch their rockets. They imitate and practise what they see in their environment, such as local cafes. For example, they set themselves tasks such as balancing plates on their arms.

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Setting details

Unique reference number 511105 Local authority Hampshire Inspection number 1061610 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 5 Total number of places 24 Number of children on roll 15 Name of registered person Lesley Mary Bartlett

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reference number

Date of previous inspection 17 July 2013 Telephone number 07715 236711

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reference number

Ramalley Pre-School opened in 1976. It is based in Chandlers Ford, Hampshire. The setting opens each weekday from 9.15am until 12.15pm during term time only with an optional lunch club running until 1pm each day. There are four members of staff, including the owner/manager, who work with the children. All staff hold a recognised early years qualification. The pre-school receives funding to provide free early years education for children aged two, three and four years.

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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

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