Warmsworth Community Pre-School

Warmsworth Community Pre-School Warmsworth Community Centre, Low Road West, Warmsworth, Doncaster, South Yorkshire, DN4 9LE

p.1

Inspection date

Previous inspection date 13 January 2017 11 November 2013

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

 Staff are well qualified which has a positive impact on children's learning. Staff know their key children well. They accurately assess children's progress and plan activities to support their interests and next steps in learning.  Children follow familiar routines and learn to do things for themselves. For example, they have a go at putting on their own coats and pouring their own drinks at snack time. Children have lots of opportunities to learn to respect the similarities and differences of each other.  Children are very settled and happy. They behave well. The well established, key- person system helps children to quickly build strong relationships with staff. Staff are kind, nurturing and reassuring.  Strengths and weaknesses are effectively identified and addressed. The manager has a good idea of the future plans for the pre-school. Improvements are well targeted and achievable.

p.1

It is not yet outstanding because:

 Partnerships with other early years settings that some children attend are not yet highly effective, in order to share information about their learning and development.  Staff do not share consistent and precise information with the parents about their child's individual next steps in learning, so that they can further enhance their development at home.

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

 strengthen the links with other early years settings that children attend and share information about their progress to further enhance continuity in their care, learning and development  make the most of opportunities to provide all parents with high-quality information about their children's achievements and progress.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities, indoors and outside, and assessed the impact this has on children's learning.  The inspector completed a joint observation with the manager.  The inspector held a meeting with the manager. She looked at relevant documentation, such as policies and procedures, self-evaluation, children's records and evidence of the suitability of staff working in the pre-school.  The inspector spoke to staff and children throughout the inspection.  The inspector spoke to a small group of 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. Staff have a secure knowledge of the signs and symptoms of possible abuse. They know the procedure to follow should they have concerns about the welfare of any child. The manager regularly updates her knowledge of child protection, for example, by attending briefings with the local authority. She shares information with her team and they implement clear procedures to help staff fulfil their role and keep children safe. Staff are effectively deployed and children are well supervised. An effective system for the supervision and monitoring of staff's practice highlights their strengths and areas to improve. Staff have opportunities to attend additional training, such as promoting speech and language, helping them to provide more focused support for children who need it. The manager has an overview of individual children's progress. She compares the progress made by different groups, in order to

p.3

Effectiveness of the leadership and management is good

identify and address any differences between their rates of progress. This enables staff to take prompt action to close any gaps in children's learning.

p.3

Quality of teaching, learning and assessment is good

Staff show enthusiasm and excitement as they involve themselves in children's play. They have fun with the children, such as during music and dance sessions. Staff are very skilled at telling stories that capture children's interest. Staff think of innovative ways to engage all children in activities and promote what they need to learn next. For example, staff identified that they needed to support boys further in their understanding of number. Using the children's interest in water play, staff used a hook-a-duck game to help children learn to recognise numerals. In addition, they numbered the cars and encouraged the boys to line them in order. Children are eager to learn from the exciting activities that staff provide. Children laugh with delight as they make 'silly soup' by adding items beginning with the letter 's' to their mixing bowl. Staff skilfully extend the children's language through adding additional words to the object, such as scary spider, seaside stone and

p.3

Personal development, behaviour and welfare are good

Children enjoy daily fresh air and exercise in the outdoor area. They use spades and buckets to transport sand and soil. They mix water with soil and explore the changes in the texture as they stir the mixture. Children ride round on wheeled toys, negotiating space as they avoid different obstacles. Mealtimes are social occasions, where staff sit with children and talk about their family life and interests. These help children to develop their social skills in preparation for their move on to school.

p.3

Outcomes for children are good

Children work comfortably within the range of development expected for their age. Children who have special educational needs or disabilities gain the support needed to close attainment gaps in their learning. The manager has used the additional money for pupil premium funded children to provide them with one-to-one support. This has had a positive impact on their progress. All children are gaining the necessary skills required in readiness for starting school.

p.3

Setting details

Unique reference number EY369162 Local authority Doncaster Inspection number 1065119 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 24 Number of children on roll 53 Name of registered person Jo-Ann Kristel Auty

p.4

reference number

Date of previous inspection 11 November 2013 Telephone number 07903 983 601

p.4

reference number

Warmsworth Community Pre-School was registered in 2008. The pre-school employs eight members of childcare staff. All of whom hold appropriate early years qualifications at level 3 or above. The pre-school opens from Monday to 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. It supports children who have special educational needs or disabilities.

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