The Grange Pre-School

The Grange Pre-School Graham Adams Centre, St James Road, Southam, Warwickshire, CV47 0LY

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Inspection date

Previous inspection date 30 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

 Staff provide an interesting and stimulating learning environment. Children have good opportunities to follow their personal interests, use resources and materials in their own way and lead their own individual learning.  Staff are well qualified. They observe and assess children's development and identify the next steps for their learning. They plan suitable experiences and activities to help them achieve these and make good progress.  Children are encouraged to manage as much as possible for themselves. Staff invite them to share their skills and show other children how to achieve things. Children relish these opportunities to demonstrate their increasing independence. Their sense of self- esteem and confidence is successfully nurtured.  When children also attend other settings, staff exchange information about their progress and development, helping to promote a collaborative approach. Children who

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This provision is good

have special educational needs and disabilities are supported well. Staff work cooperatively with parents and other professionals to ensure that these children's specific care and learning needs are promoted effectively.  The manager and staff are reflective practitioners. They meet regularly to discuss and review practice. They identify strengths and aspects for further development to continue raising the quality of teaching, provision and outcomes for children.

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It is not yet outstanding because:

 Staff do not seek sufficiently detailed information from parents about children's skills and development when they start attending.  Although staff build good relationships with parents, they do not consistently share enough information about how parents can support children's ongoing learning at home.

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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

 seek more detailed initial information from parents about what children already know and can do in order to plan for their immediate learning needs  share more information with parents about how they can continue to support their child's learning and achievement at home.

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

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The manager and staff understand the potential indicators of abuse or neglect. They are confident of procedures to follow if they have concerns about a child's welfare. Staff carry out daily checks to ensure that children are safe in the pre-school. Staff access relevant training to keep their skills and knowledge up to date. They have opportunities for ongoing professional development, particularly in relation to their specific roles and responsibilities. The manager regularly attends managers' meetings in the locality to share information, ideas and good practice. Systems for tracking children's progress have recently been revised. The manager monitors the curriculum and children's attainment and identifies aspects of learning to target further.

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Quality of teaching, learning and assessment is good

The staff team is well established and the quality of teaching is consistently strong. Staff model counting and build on children's understanding of quantity and size. They foster children's interest in garden creatures and the natural world. Staff effectively promote children's communication and speaking skills. They model good use of language, repeat back what children say and extend their vocabulary. They make skilful use of questioning to encourage children's thinking and reasoning skills and prompt them to express their thoughts and ideas. For example, as children drop objects into plumbing pipes, staff ask what would happen if the items were bigger. They encourage children to try different articles, testing whether or not they fit.

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Personal development, behaviour and welfare are good

Staff work closely with parents to help children settle and gain confidence when they begin attending the pre-school. Children form good relationships with staff and each other. They are settled and happily explore their surroundings. Staff encourage children to have a go and keep trying, helping to foster perseverance. They set a good example and teach children to share, take turns and behave well. Staff skilfully weave in opportunities to reinforce messages about safety through children's play and activities. Children begin to show awareness of how to keep themselves safe, such as how to safely carry scissors. Staff provide healthy snacks and drinks and children have plenty of opportunities to be active, contributing to their physical well-being.

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Outcomes for children are good

Children make good progress from their starting points. Where there are gaps in their learning, or their achievement is below typical levels, focused support helps them to catch up with their peers. Children practise physical skills and begin to develop the dexterity that they will need in readiness for writing. They explore how things work and enjoy using a digital camera, magnets and magnifying glasses. Younger children enjoy mixing materials and sensory exploration. Older children demonstrate their ability to reason, talk about what is happening and explain why. They are confident to share and review their ideas and work collaboratively with others to achieve a shared goal. They begin to link sounds to letters. Children are developing key skills that they need for their future learning, including starting school.

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Setting details

Unique reference number EY489813 Local authority Warwickshire Inspection number 1015184 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 4 Total number of places 24 Number of children on roll 16 Name of registered person The Grange Pre-School Ltd

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reference number

Date of previous inspection Not applicable Telephone number 01926 814953

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reference number

The Grange Pre-School was re-registered in 2015. The pre-school employs three members of childcare staff, all of whom hold appropriate early years qualifications at level 3 or above, including one with early years teacher status. The pre-school opens from Monday to Friday, term time only, from 9.05am until 12.05pm. A lunch club is offered from 12.05pm until 12.35pm. 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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