Intake Pre School

Intake Pre School Intake Methodist Church, Foxwood Road, Sheffield, S12 2FP

p.1

Inspection date

Previous inspection date 25 January 2017 9 December 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

 Leadership and management are strong. There is a clear motivation to develop and improve the quality of the pre-school. The manager and committee have high expectations and they accurately identify priorities for improvement.  Children enjoy playing with a wide variety of quality toys and resources. Teaching is very good and activities are based on children's interests. Children make good progress in their learning and development.  The atmosphere at the pre-school is welcoming and stimulating. Staff spend time getting to know each child and what they can do well. Children seek reassurance from staff and demonstrate that they feel safe and emotionally secure.  Partnerships with parents are well established. Staff regularly share information with parents and ensure that they are fully informed about all aspects of their children's care and learning. Staff give parents support to continue their child's learning at home.

p.1

This provision is good

 Parents are very complimentary about the pre-school and praise the care and teaching that their children receive. They value the relationship with their child's key person and other staff, and acknowledge the contribution this makes to their child's happiness when they attend.  Children are encouraged to eat well and learn about healthy food. This helps set the foundations for their future health and well-being.

p.1

It is not yet outstanding because:

 Staff do not consistently give children enough time to put their own thoughts into words while talking with them and when asking them questions.  Staff have not been fully successful in involving parents and children in the evaluation of the provision.

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

 support children consistently in putting their own thoughts into words during conversations and when questions are asked of them  devise ways of capturing the views of more parents and children in evaluating the provision to further drive up standards.

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 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. He 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.

p.2

Effectiveness of the leadership and management is good

Leaders and staff are passionate about their work and strive for the best outcomes for children. The manager has high expectations of all staff and completes detailed evaluations of staff interactions with children. She uses supervision and appraisal meetings effectively to help improve the quality of teaching and identify staff training needs. This is having a positive impact on the quality of teaching, learning and assessment practices. The arrangements for safeguarding are effective. The manager, committee and staff are confident with their responsibilities to protect children from harm. They are fully aware of what to do should they have any concerns about children's welfare. Rigorous recruitment and induction procedures are followed to help ensure all staff are suitable for their role. Children who have special educational needs or disabilities receive prompt support to increase their rates of progress. The manager targets additional funding well to support

p.3

Quality of teaching, learning and assessment is good

Staff give considerable thought to arranging the learning environment each day, taking account of children's learning needs. They carry out regular observations and accurately assess children's progress to plan for their next steps in learning. Staff's interaction is of a consistently good quality and successfully deepens children's knowledge and understanding. This helps children to make good progress over time. Children's language and communication skills are given high priority. They routinely sing rhymes and the sounds the initial letters in words make to help them develop their speech. Staff help children to apply their mathematical and problem-solving skills through daily activities and planned tasks. They sing number songs, count in sequence and learn the difference between one more and one less. Children learn about other cultures, for example, they explore the similarities and differences in celebrating the New Year.

p.3

Personal development, behaviour and welfare are good

The key-person system is effective and staff have a good understanding of children's needs and interests. Children move around independently and choose what to play with and whether to play inside or outdoors. Staff boost children's self-confidence while praising their efforts and achievements. This supports children to be motivated learners who listen well to staff and each other. Children learn to manage their care needs well. They adopt healthy habits, such as positive hygiene practices before meals and cleaning their teeth after lunch. Behaviour is good. Staff talk to children in a calm and respectful manner. Older children readily share the toys and take turns.

p.3

Outcomes for children are good

All children, including those with funded places and children who have special educational needs or disabilities, make good progress in their learning. Staff use a range of strategies to assess children's starting points on entry. This means that they can positively promote children's next steps in learning from the outset. Children's language skills are effectively supported during group sessions. They participate in stories and comment on what may happen next. Children acquire good skills to prepare them well for school.

p.3

Setting details

Unique reference number EY343025 Local authority Sheffield Inspection number 1064938 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 72 Number of children on roll 63 Name of registered person Intake Pre-School

p.4

reference number

Date of previous inspection 9 December 2013 Telephone number 07748168259

p.4

reference number

Intake Pre School was registered in 2007. The pre-school employs 12 members of childcare staff. Of these, seven hold appropriate early years qualifications at level 3, one holds level 4 and one holds early years professional status. The pre-school opens on Monday and Wednesday from 9.15am to 3.45pm, on Tuesday from midday to 3pm, on Thursday from 9.15am to 12.15pm, and on Friday from midday to 3pm, during term time only. The pre-school provides funded early education for two-, three- and four-year-old children.

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