Dehavilland Pre School

Dehavilland Pre School Dehavilland Primary & Nursery School, Travellers Lane, Hatfield, Hertfordshire, AL10 8TA

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Inspection date

Previous inspection date 14 December 2016 22 February 2013

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This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Inadequate 4

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This inspection: Inadequate 4

Personal development, behaviour and welfare Inadequate 4

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This provision is inadequate

 The manager who has lead responsibility for safeguarding children lacks understanding of her role. She does not provide support, advice and guidance to other staff on an ongoing basis, in order for them to know about more recent safeguarding legislation and guidance.  The provider has failed to notify Ofsted of a change of manager within the prescribed timescales. Staff do not record the hours of attendance for those children who attend the pre-school sessions.  The manager has not yet created an effective method of supervision for staff to identify and support their training needs. The key-person system is not effective in meeting the needs of children.  Staff do not take reasonable steps to encourage all children who speak English as an additional language to use their home languages within their play or provide them with opportunities to express their needs.  Staff do not effectively use the information they gather through their observations and

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This provision is inadequate

ongoing assessments of children. They do not plan activities that address gaps in children's learning or challenge them to make good enough progress overall.

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It has the following strengths

 Children choose where they prefer to play either indoors or outdoors. They independently access a range of toys and activities.  Children develop an understanding of different occupations in their local community. Staff, occasionally, take them to visit a dentist and a butcher.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and the Childcare Register the provider must:

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Due Date

 ensure that the member of staff with lead responsibility for safeguarding provides support, advice and guidance to staff on an ongoing basis, including any advice and guidance issued by government 23/01/2017

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Due Date

 notify Ofsted of the change of person who is managing the setting 15/12/2016  keep a daily record of all children's hours of attendance 15/12/2016  implement effective arrangements for the supervision of staff, in order to identify any performance issues and provide appropriate training to address them 23/01/2017

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Due Date

 implement an effective key-person system to build relationships with parents/carers, in order to ensure that every child's care is tailored to meet their individual needs 23/01/2017

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Due Date

 ensure that all children who speak English as an additional language are provided with opportunities to express their needs and use their home language in their play and learning, supporting their language development at home 23/01/2017

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Due Date

 ensure staff understand how to use observations and assessments of individual children's achievements to plan challenging activities to effectively close gaps in their learning. 23/01/2017

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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 spoke to staff and children at appropriate times during the inspection.  The inspector completed a joint observation with the manager.  The inspector held a meeting with the manager and the provider. She looked at the self-evaluation process and relevant documentation, such as evidence of the suitability of staff working in the setting.  The inspector spoke to parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is inadequate

The arrangements for safeguarding are not effective. The manager who has lead responsibility to safeguard children does not keep staff well informed of changes in safeguarding legislation. Not all staff have a suitable knowledge of how to identify children that are at risk of being exposed to extreme ideas about what is right and wrong. However, staff know how to contact the relevant agencies should they ever have any concerns about any of their colleagues' professional conduct. Staff do not keep a daily record of the hours of attendance of children who attend the pre-school sessions. This does not enable staff to rigorously monitor children's attendance as part of their safeguarding arrangements. The provider is not aware of her responsibilities to meet requirements. She has failed to notify Ofsted of a change of manager. Staff complete compulsory training, such as first aid and basic safeguarding. There are no regular

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Effectiveness of the leadership and management is inadequate

supervision meetings with staff. This means that training needs are not identified and weaknesses in practice are not addressed to raise the quality of teaching to a good enough standard. Self-evaluation is not effective in identifying and prioritising weaknesses to meet all requirements. Furthermore, the views of parents and children are not regularly sought. The manager does not regularly monitor children's progress. This means that gaps in children's learning are not swiftly identified or addressed. Staff work in partnership with other professionals to learn more about children who have special educational needs or disabilities. Professionals visit children in the setting and provide staff with guidance and ideas to help their progress.

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Quality of teaching, learning and assessment is inadequate

Despite the staff team being well qualified, the quality of teaching is, generally, weak. Children are not encouraged to solve problems. For example, as they add dried pasta to containers on the weighing scales, staff tell them that they need to add more to one container to make them equally balance. Children demonstrate perseverance to learn new skills, such as how to walk on stilts. However, staff do not help them to understand what they need to do and children lose interest quickly. Staff complete observations as children play and make some ongoing assessments. However, they do not use this information to plan challenging activities that focus on what children need to learn next and address gaps in their learning. Staff complete the progress check for children between the ages of two and three years and share this with parents. However, they do not use the information gained to identify how to help children to make good progress or help parents to support

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Quality of teaching, learning and assessment is inadequate

their learning at home. In addition, staff do not promote and support the use of children's home languages in their play and learning. This means that children have limited opportunities to express their needs and they lack motivation to engage in group activities, such as story time. That said, children have the opportunity to learn how to make loud and quiet noises as they play musical instruments.

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Personal development, behaviour and welfare are inadequate

The manager's poor knowledge of the requirements compromises children's well-being. The key-person system is not effective in building ongoing relationships with parents to ensure that children's individual care needs are consistently met. This means that staff do not know how to support children's confidence and emotional needs during any possible changes in their lives. Despite this, children are served a healthy snack and follow a good hygiene routine. Staff support children to be independent and use good manners. Children develop positive relationships with each other. For example, they help each other put on their coats in preparation for playing outdoors. Children roll large hoops to each other and try to spin them around their waist. Staff praise them for their efforts.

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Outcomes for children are inadequate

Children are not making good enough progress from their individual starting points. This includes those who have special educational needs or disabilities or speak English as an additional language. This means that children are not acquiring the skills required in preparation for their next stage of learning. Nevertheless, some children are beginning to develop a sense of time as they talk to staff about previous events, such as visiting Father Christmas. They use chunky chalks to draw lines on the ground outdoors and use large- wooden bricks to make enclosures.

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Setting details

Unique reference number EY310946 Local authority Hertfordshire Inspection number 1064757 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 11 Total number of places 30 Number of children on roll 64 Name of registered person Teresa Ruth Gransden

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reference number

Date of previous inspection 22 February 2013 Telephone number 01707 268343

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reference number

Dehavilland Pre School was registered in 2005. The setting employs eight members of staff. Of these, seven hold qualifications at level 3 and above, including the provider who has early years professional status. The setting opens from Monday to Friday during term time only. Sessions are from 8am until 5.50pm. It provides funded early education for two-, three- and four-year-old children. The setting supports children who speak English as an additional language and those who have special educational needs or disabilities.

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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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