Marston Preschool

Marston Preschool The Scout Hut, Bedford Road, Marston Moretaine, Bedfordshire, MK43 0LD

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Inspection date

Previous inspection date 7 February 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 use good teaching techniques. They accurately assess children's progress and understand the toys and activities they enjoy at the pre-school. Children participate in challenging activities that support them in developing their knowledge and skills in readiness for school.  Staff support parents well in extending their children's learning at home. For example, they lend resources that support children in developing their early writing skills.  The manager and staff complete training and carry out their own research, putting any new knowledge into practice. For example, staff have developed their understanding of children's behaviour and how to support them in managing this. They have developed behaviour prompt cards, which they carry with them.  Sensitive staff interaction supports children in appreciating one another and learning to work together. Staff encourage children's speech and help them to join in with

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This provision is good

discussions. This aids children in learning how to interact appropriately with their peers and in wider society.  The manager monitors children's progress well and takes swift action to address any weaker areas in learning. The pre-school now offers children additional resources, such as digital cameras and torches, that support them in understanding the uses of technology.

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It is not yet outstanding because:

 Staff do not always extend the ongoing daily play opportunities to support children in fully developing their creativity and their skills in solving problems.  Staff do not always make full use of all information from parents about their children's progress at home, in order to enrich the activity planning.

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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

 enhance the opportunities for children to express their ideas further and to develop their skills in thinking and solving problems during their daily play and discussions  extend the opportunities for parents to provide information about how their children have been developing at home and make greater use of this information to inform the planning.

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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 talked with staff and children at appropriate times throughout the inspection.  The inspector held a meeting with the pre-school manager, who is also the nominated person. 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. She also viewed written feedback from parents.

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Effectiveness of the leadership and management is good

The manager uses her qualification well to support her in offering staff practical supervision. Arrangements for safeguarding are effective. Staff complete regular training, in order to keep up to date with any changes. They demonstrate a good understanding of how to report concerns about children's welfare. Staff recruitment procedures are robust and all required records, such as accident and complaint records, are kept. The manager maintains a good understanding of children's needs and makes effective use of additional funding to support their development. She works with staff to evaluate daily practice and to make changes so that they continue to develop this. Staff work well with other childcare providers so that children's care is consistent and the promotion of their development is not interrupted as they move between settings.

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Quality of teaching, learning and assessment is good

Staff use resources as one of the ways in which they support children's learning. For example, children enjoy sitting in a cosy den outside, extending their communication skills as they talk with each other. They build on their enjoyment of books as they fetch these and take them back to the den to read. Staff interact well with children. For example, they visit the role play shop to buy vegetables and this inspires children to explore the other grocery items they have available. Staff also make good use of daily routines as a way of extending children's learning. For example, children learn about the natural world and the use of numbers as they complete their daily chart that displays the weather and date. However, staff do not always make the very best use of all opportunities to encourage children to think creatively and solve problems as they encounter them in their ongoing play and discussions.

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Personal development, behaviour and welfare are good

Staff work well with parents when children first start at the pre-school. They find out about children's initial needs and take these into account to help children feel comfortable and settled. Children quickly build secure relationships with their key person and other adults. Children gain a good understanding of healthy practices. For example, they use role play dentist resources and talk about the importance of cleaning their teeth properly. Children enjoy many activities, such as playing football, dancing and balancing on the climbing frame, that support their physical development. Children participate in discussions about what they have been doing during the session, helping to build their self-esteem and enabling them to review their own learning.

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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 learn to organise their play, share resources and work together. For example, children explore the rollers and different brushes as they paint, readily sharing these with their peers. They decide to add different colours of glitter to their pictures and fetch these additional resources, carefully placing them on the table so that all can reach them.

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Setting details

Unique reference number EY488671 Local authority Central Bedfordshire Inspection number 1011780 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 42 Name of registered person Jodie Liann Hopkins

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reference number

Date of previous inspection Not applicable Telephone number 01234 930796

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reference number

Marston Preschool was registered in 2015. The pre-school employs five members of childcare staff. Of these, one holds an appropriate early years qualification at level 2 and two at level 3. The pre-school opens from Monday to Friday during term time only. Sessions are from 9.15am until 3.15pm. 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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