Purple Pre School

Purple Pre School 1st Sandy Scout Hut, Sunderland Road, Sandy, Beds, SG19 1QY

p.1

Inspection date

Previous inspection date 30 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

 Staff use effective teaching techniques. They confidently encourage children to develop their play, making good use of the opportunities this offers to incorporate children's next steps into their chosen activities. Children enjoy their time and gain new skills and knowledge in preparation for school.  The manager uses practical procedures to monitor children's progress, enabling her to support staff in addressing any weaker areas. They now use additional resources each day as a way of supporting children's understanding of numbers and counting.  Staff are good role models and support children well in their daily interactions with each other. Children develop good social skills and understand how to listen to others and express their own thoughts and ideas appropriately.  The manager supports staff in completing training and putting their new knowledge into practice. For example, they now offer children further opportunities to express their

p.1

This provision is good

creativity as they participate in craft activities.  Staff support parents well in extending their children's learning at home. For example, they offer ideas for simple activities to try and lend resources to support these.

p.1

It is not yet outstanding because:

 Staff do not always offer as many learning opportunities outdoors, in order to fully extend the development of children who prefer to learn in this environment.  Staff do not consistently work as effectively as possible with other childcare settings that children attend, to ensure that children's development is always fully promoted.

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

 enhance the use of the outdoor area to offer children who prefer to learn outside further play and learning opportunities  build on the opportunities to work more effectively in partnership with other childcare settings that children attend.

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 completed a joint observation with the pre-school manager. She talked with staff and children at appropriate times during the inspection.  The inspector held a meeting with the pre-school manager. She looked at relevant documentation, discussed the pre-school's self-evaluation and saw evidence of the suitability of staff.  The inspector spoke to a number of parents during the inspection and took account of their views.

p.2

Effectiveness of the leadership and management is good

The manager uses her qualification well to demonstrate good practice and to offer staff practical supervision. She maintains a good knowledge of each child and makes effective use of additional funding to promote their development. Arrangements for safeguarding are effective. Staff regularly complete training in order to keep up to date with local and national policies. They have a good understanding of how to report concerns about children's welfare. The manager and staff evaluate their work well and use this information to inform changes. The introduction of new indoor storage means that children make further independent choices about their play inside.

p.3

Quality of teaching, learning and assessment is good

Staff adapt activities well to suit children's needs and abilities. For example, younger children enjoy their group story as they eagerly hold up toy animals at the correct time. Older children are engrossed as they work together at a whiteboard, where they develop their own story and illustrate this. Children enjoy exploring the resources and staff support them well when they decide to use these in different ways. For example, children look at fruit and vegetables and record their favourites on a tally sheet. They then decide to chop the food and a staff member supports them in this. They develop their understanding of the natural world as they examine the composition of the fruit and vegetables and the different types of seed inside each. Staff talk with children about their activities and use questions as a way of encouraging them to think further. Children playing with sand timers learn to work together and develop their mathematical and communication skills as

p.3

Quality of teaching, learning and assessment is good

they work out which sand timers take the longest time and why this is so.

p.3

Personal development, behaviour and welfare are good

Staff work closely with parents so that they understand children's needs. Children respond to the positive, caring approach of staff, quickly building secure relationships with their key person and other staff. Children enjoy many activities, such as parachute games and obstacle courses, that support their physical development. They gain a good understanding of healthy lifestyles. For example, they talk about foods that are good for them and enjoy helping to shop for these and to prepare them for snack time. Staff offer children lots of praise and encouragement. Children enjoy group times, where they talk about their work and celebrate their own achievements and those of their peers. This strengthens children's self-esteem and helps to build their positive emotional attitudes.

p.3

Outcomes for children are good

Staff support children well so that all make good progress given their starting points. Children develop the skills that underpin their learning and prepare them for school. They enjoy working on a one-to-one basis with staff and in small groups. For example, small groups of children learn to work together and enjoy the challenge of playing simple card games that depict their favourite television characters. Activities such as these particularly aid children who have special educational needs or disabilities as they develop crucial social and communication skills that support their ability to learn.

p.3

Setting details

Unique reference number EY489951 Local authority Central Bedfordshire Inspection number 1021943 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 27 Name of registered person Elizabeth Ann Robinson

p.4

reference number

Date of previous inspection Not applicable Telephone number 01767 682260

p.4

reference number

Purple Pre School registered under new ownership in 2015. The pre-school employs five 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 during term time only. Sessions are from 9am until 3pm Monday to Thursday and 9am until midday on Friday. The pre- school provides funded early education for two-, three- and four-year-old children. They provide care for 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