Belton Pre-School

Belton Pre-School Old School House, 21 Church Street, Belton in Rutland, Oakham, Rutland, LE15 9JU

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Inspection date

Previous inspection date 13 December 2016 9 May 2016

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This inspection: Good 2

Previous inspection: Requires Improvement

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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

 The manager, staff and members of the committee have worked exceptionally hard since the last inspection to develop the quality of practice of the pre-school. All actions and recommendations have been addressed. Staff have received support from their local authority advisor. In addition, they have been inspired from guidance provided by another practitioner who acts as a 'critical friend'.  The manager, staff and committee are reflective practitioners. They have identified the strengths and weaknesses of the pre-school taking into account the views of parents and children.  Partnerships with parents are particularly strong. Parents feel welcome, supported and fully informed about their children's progress.  Staff gather detailed information about what children already know and can do at home. They make regular assessments of their learning. This enables them to plan activities that provide children with appropriate challenges for their next steps in

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This provision is good

learning.  Children form secure emotional attachments with staff. Genuinely caring staff praise children's achievements. Children demonstrate they are confident, happy and settled.

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It is not yet outstanding because:

 Although processes for performance management and supervision of staff are in place, the manager does not yet critically evaluate staff's teaching skills enough to develop their practice to an outstanding level.  Although staff monitor the progress of individual children well, effective ways to compare the progress of different groups of children is not yet fully established.

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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

 build on the current arrangements for performance management of staff to drive the quality of teaching to an outstanding level  refine the systems to monitor and track the progress of different groups of children to ensure that all children continue to make consistently good or better progress.

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

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Effectiveness of the leadership and management is good

The manager and staff demonstrate a commitment to ensuring that children are provided with activities and opportunities that will help them to reach their full potential. They have taken a positive approach since the previous two inspections to improve the practice of the setting and raise outcomes for children. This, amongst other initiatives, has resulted in establishing a cluster group of local settings to share good practice and to access training opportunities. The arrangements for safeguarding children are effective. The manager and her staff have a good understanding of how to manage any child protection concerns. Policies, procedures and risk assessments are implemented in practice to ensure that children are kept safe at all times. Recruitment of staff is robust. Staff receive regular appraisals, in order to ensure that they remain suitable to be working with children.

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Quality of teaching, learning and assessment is good

Staff have high expectations of what children are able to achieve. They skilfully interact with children as they play. Children are supported to be effective communicators. During group activities they have fun guessing what comes next in the pre-school day. Children develop their imagination as they play alongside a member of staff. They decide to make a shop and together they talk about the types of food that they would like in the shop. Children's early mathematical development is continually promoted as they play. For example, they learn about height and comparison as they have opportunities to mark where their head comes to on the pre-school wall. Staff plan varied and imaginative one- to-one activities that contribute towards closing any gaps in children's learning. The outdoor area allows children to develop their physical and creative skills. For example, children create their own obstacle course or make marks in the muddy area.

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Personal development, behaviour and welfare are good

Children are developing good independence skills. They are encouraged to do things for themselves. Children are supported to prepare their own fruit for their snacks, pour their own drinks and take care of their own personal needs. They know that if they wish to play on the grass they need to put on their Wellington boots. Children's behaviour is good. Staff are positive role models to children. They help them to share and take turns. Children are learning the importance of developing a healthy lifestyle. They spend lots of time in the fresh air and enjoy healthy snacks. In addition, staff support parents to consider the nutrition and quantity of food that they include in their children's lunchboxes.

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Outcomes for children are good

All children, including those who have special education needs and/or disabilities and those children for whom the setting receives additional funding, are making very good progress from their initial starting points. Any gaps in children's learning are quickly identified to ensure that they receive the help that they need. Children are confident and show interest and enthusiasm in their learning. They are acquiring key skills that will prepare them for the next stage in their learning or move to school.

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Setting details

Unique reference number 254360 Local authority Rutland Inspection number 1052755 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 - 4 Total number of places 24 Number of children on roll 27 Name of registered person Belton In Rutland Pre-School Playgroup Committee

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reference number

Date of previous inspection 9 May 2016 Telephone number 01572 718744

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reference number

Belton Pre-School was registered in 1992. The pre-school employs seven members of childcare staff. Of these, six hold appropriate early years qualifications ranging from level 2 to level 5, including one with early years teacher status. The pre-school opens from Monday to Friday, during term time only. Sessions are from 9am until 3pm, Monday, Wednesday and Thursday, and from 9am until 1pm on Tuesday and Friday. The pre- school provides funded early education for two-, three- and four-year-old children. It supports children who speak English as an additional language.

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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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