Tudor Pre-School Group

Tudor Pre-School Group c/o Tudor Primary School, Redwood Drive, Hemel Hempstead, Hertfordshire, HP3 9ER

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Inspection date

Previous inspection date 6 February 2017 29 November 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

 Partnerships with parents are successful in helping children to be emotionally secure when they first start. Staff share information with them about children's ongoing learning and aid parents to further support their children's learning at home. This results in children making good progress.  The manager is clear about providing good quality care and learning for children. The quality of teaching is consistently good. Staff know each child's individual needs and provide them with learning experiences that help them to develop.  The environment is well resourced. Children have access to a wide range of toys and equipment. They are keen to play and explore. Children enjoy attending.  Children behave very well. They share, take turns and play well with others. Children listen to staff and adhere to simple behaviour boundaries that are set.

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It is not yet outstanding because:

 Occasionally, staff do not always provide sufficient opportunities for the most able children to be fully challenged to move their learning and development forward.  While there are strong links with the on-site school nursery to support children's continuity of learning, these links are not as effective with other settings that children attend.

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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

 consider further ways to challenge the most able children, in order to promote their development  explore ways of sharing information about children's progress with settings other than the school nursery that they attend to support continuity of learning.

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Inspection activities

 The inspector observed activities in the indoor play area and in the outdoor play space. She conducted a joint observation with the manager and discussed the practice.  The inspector spoke to members of staff and children at appropriate times during the inspection and held a meeting with the leader of the pre-school.  The inspector took account of the views of parents spoken to on the day of the inspection.  The inspector looked at children's records, planning documentation and a range of other documentation, including policies and procedures to safeguard children's welfare, and checked the suitability of staff and the committee.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. Staff have a good knowledge of the possible signs of abuse. They know what action to take if they have concerns about children's safety or welfare. Children play in a safe and secure environment, both indoors and outdoors. Staff are vigilant and implement health and safety procedures effectively. The manager uses supervision meetings to support staff to reflect on their practice and identify training opportunities. Recent training has improved their knowledge of recognising how two-year-old children play and their different ways of learning. The manager reflects on practice and gathers feedback from the committee, staff, parents and children. This helps her to effectively review the environment and practice, in order to help improve experiences for children. Parents talk positively about the pre-school.

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Quality of teaching, learning and assessment is good

Staff use observations and assessments well to help them identify if children need extra support in their next steps in learning. Staff play alongside children and ask them a good range of questions, helping them to develop good problem-solving skills. They enable children to lead their play and develop their imagination. For example, children act out the stories from a range of traditional tales and sequence the events. Younger children experiment with foam to develop their understanding of shapes and space. Staff encourage them to blow the foam to see how far it will move. Children watch the foam with fascination as it glides through the air.

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Personal development, behaviour and welfare are good

Staff use both the lunchtime session and snack times to help the children develop their understanding of healthy foods. Mealtimes are social occasions where staff sit with children and talk about children's family life and interests. This helps children to develop their social skills in preparation for their move on to school. Opportunities for children to develop their independence are good. For example, children confidently set out the tables with tablecloths and put out the jugs, plates and cups and help to initiate changes in routines. They shake a tambourine and say, 'It's tidy-up time'. Children enjoy daily fresh air and exercise in the well-equipped outdoor area. Children learn ball skills, such as catching and throwing. They balance on the climbing equipment and negotiate pathways, riding bicycles and tricycles.

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Outcomes for children are good

Children thrive in the pre-school and make good progress. They are keen learners who are able to think for themselves and operate with good levels of independence. They sit and listen well during group activities and they soon learn to recognise their written names. Children develop an early interest in number, which is reinforced when, for example, they fish to catch numerals in water play or count the number of children present. They delight in taking part in music activities and soon develop a repertoire of songs. These skills support their readiness for their future learning in school.

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Setting details

Unique reference number 129404 Local authority Hertfordshire Inspection number 1063611 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 31 Number of children on roll 36 Name of registered person Tudor Pre-School Group Committee

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reference number

Date of previous inspection 29 November 2013 Telephone number 01442 256294

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reference number

Tudor Pre-School Group was registered in 1992. The pre-school opens from Monday to Friday, during term time. Sessions are from 11.45am until 3.30pm. 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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