Aiskew Under Fives Preschool

Aiskew Under Fives Preschool The Scout Hut, Emgate, BEDALE, North Yorkshire, DL8 1AH

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Inspection date

Previous inspection date 25 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

 Provision to support children who have special educational needs is very strong and a particular strength of the pre-school. The manager and staff work extremely hard to ensure excellent support is sought and given to children and their families who require additional help.  Parents speak positively of the care their children receive and say that they make good progress in their learning and development. Staff welcome and encourage parents' involvement. For example, stay-and-play sessions provide valuable opportunities to build good partnerships.  Staff take every opportunity to encourage children to be independent. They support children to manage their personal hygiene themselves and give them opportunities to prepare their snack.  Staff create a welcoming and stimulating environment where children's emotion well- being is fostered. Children demonstrate they feel happy and secure. For example, they

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This provision is good

separate from their parents with confidence and show delight when they see their peers.

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It is not yet outstanding because:

 Staff do not always organise daily routines well enough to make sure that all children are highly engaged and able to fully concentrate.  Staff do not gain detailed information about what children already know and can do when they first attend, in order to help them establish children's starting points and inform planning as soon 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

 review the organisation of routines and group times so that children's levels of concentration and engagement are at the highest levels  consult parents further about their children's development when they first attend, in order to build further on what children already know and can do from the outset.

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Inspection activities

 The inspector observed the quality of teaching 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 the pre-school's self-evaluation and evidence of the suitability of staff.  The inspector spoke to staff and children throughout the inspection.  The inspector spoke to a number of parents during the inspection, looked at written feedback and took account of their views.  The inspector viewed the premises.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff understand their role in protecting children. They participate in regular safeguarding training and have an up-to-date knowledge of current legislation. Rigorous recruitment procedures are followed and the manager vigilantly monitors staff's suitability and performance. Members of the management team are good role models to staff and provide effective support and guidance. This motivates staff to improve their professional skills to raise the quality of teaching and outcomes for children. Self-evaluation is effective in helping to maintain good levels of provision and identify areas to improve. The management team is keen to provide the best possible outcomes for children in the future. They are very committed, motivated and enthusiastic, and are focused on the continual development of the pre- school.

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Quality of teaching, learning and assessment is good

Children's learning and development are monitored effectively. Staff use children's individual interests and next steps to plan a wide range of activities which builds on skills and close any gaps in learning. All children, including those who need extra support, make at least good progress from their starting points in learning. Staff are skilled at promoting children's speech and language. They help the younger children to speak clearly by repeating words back so they can hear them clearly. As children develop, staff introduce new words, ask open questions and introduce more complex sentences. Very good provision is made to strengthen children's understanding of the world. For example, children benefit from a wide range of experiences as they visit places, such as the fire station and the bakery, and meet people who live in their community.

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Personal development, behaviour and welfare are good

Settling-in arrangements are individually tailored for each child and family to ensure needs are fully met. Where families speak English as an additional language, much care is taken to welcome them and ensure they feel part of the group. Staff are good role models and speak to children in a calm and respectful manner. They help children to understand how to manage their own behaviour, and as they develop, children play well together. They engage in cooperative play, such as turn-taking games and role play in the home corner. Staff encourage children to develop a sense of responsibility. Children learn to help with tasks, such as putting toys away at the end of the session. They enjoy learning in the outdoor environment and develop good physical skills through active play.

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Outcomes for children are good

Children, including those who have special educational needs and those who are learning English as an additional language, are prepared as much as possible for school. They enthusiastically join in with activities. For example, they thoroughly enjoy a music and movement session when they dance and sing to a song about elephants. They demonstrate impressive concentration, listening and understanding as they participate at story time. Older children develop good literacy skills. They show an increasing understanding of letter sounds and are keen to write for a variety of purposes.

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Setting details

Unique reference number EY479864 Local authority North Yorkshire Inspection number 985249 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 24 Number of children on roll 30 Name of registered person Aiskew Under Fives Preschool

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reference number

Date of previous inspection Not applicable Telephone number 07742 670825

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reference number

Aiskew Under Fives Preschool was re-registered at new premises in 2014. The pre-school employs four members of childcare staff, including the manager. Of these, three hold appropriate early years qualifications. The pre-school opens on Monday, Thursday and Friday from 9am until 3pm, and on Tuesday and Wednesday from 9am to 4pm, during term time only. 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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