Kirkby Thore Pre-School

Kirkby Thore Pre-School Kirkby Thore School, Kirkby Thore, Penrith, Cumbria, CA10 1UT

p.1

Inspection date

Previous inspection date 10 February 2017 15 July 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

 Managers and leaders invest highly in their staff team through a good programme of support, coaching and training. The excellent retention of devoted and committed staff contributes towards the consistently high quality of care and learning children receive.  The well-qualified staff team works together very well. Their strongly promoted teamwork ethos is filtered through their good teaching and contributes towards children working together with their friends to achieve a common objective.  Children have access to appealing and safe environments that inspire them to play, learn and develop. Key persons are warm and caring and welcome children with a friendly smile. They uphold a very clear vision, to provide a happy place to be. This helps to nurture children's emotional well-being so that they feel assured and content.  The quality of teaching is good. Staff have a very good knowledge of each child.

p.1

This provision is good

Assessment is used well and planned activities are challenging, fun and centred around what children need to learn next. This contributes towards the good progress that children make.  Staff's calm and sensitive natures promote a positive philosophy across the pre-school. They teach children about the importance of being kind, considerate and to use their kind hands during play. This contributes towards the respectful behaviour and impeccable manners that children demonstrate.

p.1

It is not yet outstanding because:

 Staff do not provide enough special tasks during the session for each child to complete in order to boost their self-worth and equip them with the highest levels of confidence.  On occasions, during some creative experiences, staff do not swiftly support children's exploration and experimentation skills in order to raise outcomes for children to the highest levels.

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

 provide more opportunities for all children to be involved in carrying out special tasks throughout the session to help them feel valued and confident  respond more swiftly to the inquisitiveness that children initiate when experimenting with colour and provide more opportunities for them to express their creativity more freely so that outcomes for children are raised to an outstanding level.

p.2

Inspection activities

 The inspector had a tour of the pre-school.  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 during a planned activity.  The inspector held a meeting with the provider. She 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

Safeguarding is effective. Managers and leaders provide excellent access to training and regular update meetings. This contributes to all staff having the most up-to-date knowledge of the procedures to follow to protect a child's welfare. Staff consider children's safety in all aspects of their work. Safe recruitment procedures, thorough inductions and regular supervisions help to ensure that all staff are skilled and suitable. Comprehensive risk assessments contribute towards ensuring that areas of play are safe and secure. Self- evaluation is inclusive. Staff listen perceptively to children and act on their views. For example, they take account of children's new-found interest in pirates and involve them in enhancing the outdoor area in support of this. Detailed tracking is analysed well to secure timely interventions. Tailored support plans and close partnership work help to close any gaps in learning for children who have special educational needs and/or disabilities.

p.3

Quality of teaching, learning and assessment is good

Staff have high expectations of children. Small-group times are organised well and take account of children's specific needs and abilities. Children enjoy taking part in tasks that increase their awareness of letters and sounds. Staff allow time for children to direct their own play, such as when having a picnic outdoors. They know just the right time to intervene and move play on. Staff implement engaging themes that help to enhance children's awareness of people and communities. For example, children enjoy learning about the fire service. Staff's recurring use of questions help to equip children with the knowledge of what their role is, why they wear protective clothing and what number to call if there is a fire. Partnerships with parents are superb. Staff engage parents in all aspects of their children's learning and development both within the setting and at home.

p.3

Personal development, behaviour and welfare are good

Staff form good relationships with children. They use key times, such as registration, to share information about others and how they are feeling. This helps children to adopt a sense of care and concern for their friends. Children persevere when developing new skills, such as putting on fancy dress clothing. They listen attentively to staff who remind them about the effective techniques to use to achieve this more easily. Children enjoy the free access to their appealing outdoor area for fresh air and exercise. Excellent links are formed with the adjoining school. Joint playtimes, Friday lunch club and close links with the Reception teacher help to ensure that transitions to school are seamless.

p.3

Outcomes for children are good

All children make good progress and are developing the skills to support them in their move on to school. Children are happy and settled. They clearly enjoy their time at the pre-school. Children are confident to initiate their own play themes. They welcome others to join in, demonstrating their ability to form early friendships. Children count numbers in the correct order. They show an early awareness of addition and subtraction during routine activities, such as when helping to set the table for snack. Children show interest in books and handle these carefully. They enjoy taking these home to share with family, to adopt customs and routines they will become more familiar with at school.

p.3

Setting details

Unique reference number EY333967 Local authority Cumbria Inspection number 1064864 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 3 - 5 Total number of places 18 Number of children on roll 16 Name of registered person Kirkby Thore Pre-School Committee

p.4

reference number

Date of previous inspection 15 July 2013 Telephone number 01768 362822

p.4

reference number

Kirkby Thore Pre-School was registered in 2006 and is situated in the grounds of Kirkby Thore School. The pre-school employs three members of childcare staff. Of these, all hold appropriate early years qualifications at level 3. The pre-school opens from Monday to Friday, during term time. Sessions are from 8.45am until 11.45am. 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