The Discovery Pre-School

The Discovery Pre-School Discovery Primary School, Mountsteven Avenue, Peterborough, Cambridgeshire, PE4 6HX

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Inspection date

Previous inspection date 26 January 2017 16 May 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

 Leaders have implemented effective strategies to address the areas for development raised at the last inspection. They demonstrate commitment and capacity to continue to improve.  Staff establish good partnerships with parents and this is a key strength of the pre- school. Parents are fully involved in the pre-school and in their children's learning journey. Staff share information about children's progress and ideas of how parents may support children's learning at home.  Staff observe children as they play and make accurate assessments of their progress. Planning reflects children's individual next steps in learning and their emerging interests.  Children behave very well and are confident to seek reassurance from staff should they feel upset. Staff are kind, approachable and are good role models.  Staff provide an inviting, relaxed and interesting environment, indoors and out. Children are keen learners who are motivated to choose from a rich variety of resources and

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It is not yet outstanding because:

 Sometimes during group activities, less-confident children are overlooked and do not receive enough support from staff to enable them to join in.  During physical activities, staff do not help children to learn about the effects of exercise on their bodies as part of keeping themselves healthy.

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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

 support and encourage younger, less-confident children to be able to participate in all activities  teach children about the effects of physical exercise on their bodies to help them develop healthy lifestyles.

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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 manager.  The inspector held a meeting with the manager. She looked at relevant documentation and evidence of the suitability of staff working in the pre-school.  The inspector spoke to a number of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff thoroughly understand their role to protect children from harm. They know what to do should they have any concerns about a child's welfare. The manager ensures staff receive child protection training, and any changes in safeguarding procedures are quickly shared. The manager implements regular supervision meetings for all staff. Staff are well supported in their professional development, accessing training to support their interests and children's emerging needs. The manager reviews the progress children make. The use of additional funds, such as early years pupil premium money, is appropriately targeted to support children's progress. Self-evaluation includes the views of parents and children. It is accurate, clearly identifying the pre-school's strengths and in setting actions to drive improvements. Staff establish effective relationships with other professionals to ensure consistency in children's care and

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Effectiveness of the leadership and management is good

learning. They work closely with teachers from the schools children will move to, in order to support their emotional well-being at this time of change.

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Quality of teaching, learning and assessment is good

Staff are experienced, enthusiastic and know the children well. They give children rich opportunities to talk and investigate their world. Children are very engaged as they learn about trains through role play. They imagine places to visit, and learn that numbers and letters have meaning as they refer to tickets and timetables in their play. Children are confident to run, jump and balance through regular opportunities for vigorous activities. Staff talk to children as they use a variety of materials to explore marks they can make. For example, children mix paints to change the colour and investigate patterns they make using toy bricks. They experience the varying properties of liquids as they mix, scoop and pour cornflour combined with water.

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Personal development, behaviour and welfare are good

The key-person system is well established and effective in supporting children's emotional well-being. Children form secure attachments with staff and settle quickly. Children thoroughly enjoy pre-school. They learn to be independent in their hygiene routines. For example, they wash their hands before eating. Staff teach children how to keep themselves safe, such as when using sharp knives to help to prepare food. Children are curious about the world and their environment. They ask questions about the Chinese New Year celebrations and staff enthusiastically respond, often linking ideas to what children already know, such as eating Chinese food.

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Outcomes for children are good

All children, including those who speak English as an additional language, make good progress given their starting points and capabilities. Children are confident and eager to try new things, such as building bug hotels outside and using sharp knives safely to cut vegetables. Children are developing their independence skills. They put on their own coats ready to play outside. Children are kind to each other and friendships are beginning to flourish. They are acquiring good attitudes and skills to support the next stage in their education, such as the move to school.

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Setting details

Unique reference number EY341225 Local authority Peterborough Inspection number 1028666 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 - 11 Total number of places 26 Number of children on roll 69 Name of registered person Pre-School Learning Alliance

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reference number

Date of previous inspection 16 May 2013 Telephone number 01733 572241

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reference number

The Discovery Pre-School was registered in 2006 and is managed through the Pre-School Learning Alliance. The pre-school employs eight members of childcare staff, seven of whom hold appropriate early years qualifications at level 2 and above. The pre-school opens from Monday to Friday, during term time only. Sessions are from 8.45am until 11.45am and 11.45am until 2.45pm, and children may stay all day. The pre-school provides an out-of-school club for children aged three to 11 years during term time. Sessions are from 3pm until 6pm. 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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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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