Acre End Pre-School

Acre End Pre-School Eynsham Village Hall, Back Lane, Eynsham, Witney, Oxfordshire, OX29 4QW

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Inspection date

Previous inspection date 27 February 2017 27 February 2014

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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 carry out precise observations and assessments of children's learning and have a secure understanding of how to plan for all areas of learning very well. All children make good progress, given their starting points.  Staff make good use of everyday routines to help children to learn about why it is important to lead healthy lifestyles.  The manager monitors staff practice regularly and encourages staff to attend training to support their professional development. For example, staff make good use of courses they attend to improve the range of opportunities they plan towards children's mathematical development.  Since the last inspection, staff have made better use of strong questioning techniques and offer plenty of chances for children to share their thoughts and ideas.  The partnerships with parents are strong and help to build consistency between home and the pre-school. Parents comment that they feel very involved in their children's

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It is not yet outstanding because:

 At times, younger children cannot easily choose the age-appropriate tools they need to carry out their chosen activities.  Staff do not make the best use of everyday opportunities to teach children about other people and communities in the world.

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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

 review the organisation of equipment available for younger children so that they can choose resources more freely to develop their chosen play  increase the opportunities for children to compare the similarities and differences about themselves and other people and communities around the world.

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Inspection activities

 The inspector observed children's activities indoors and outdoors.  The inspector undertook a joint observation with the manager.  The inspector had discussions with the children, staff and the manager.  The inspector took account of the views of parents spoken to on the day of the inspection and through written feedback.  The inspector looked at a range of relevant documentation relating to safeguarding and staff suitability, as well as policies, procedures and progress records.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The manager ensures that staff have an up-to-date knowledge of safeguarding and a clear understanding of what to do if they are concerned about a child. The management team carries out accurate and precise tracking on children's progress. This enables them to identify any gaps in learning and plan additional support to help children quickly catch up. For example, staff used information from tracking to plan more activities to build on children's understanding of nature. The manager evaluates the quality of the provision effectively to help shape future improvements. She seeks the views of staff, children and parents and takes them into account to help raise outcomes for all children.

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Quality of teaching, learning and assessment is good

Staff introduce new learning opportunities well as children show a keen interest in the activities they provide. For example, they encourage children to add food colouring to rainwater outdoors. Children watch the colours spread and share their thoughts about the colours looking as though they are dancing. Staff then extend this further and encourage children to make prints on paper of the patterns they have made. Children learn to use their senses through activities as they smell different herbs and learn the names of each one. Staff encourage them to practise writing for a purpose as they make lists of ingredients for their pretend potions. Staff work closely with parents to identify children's starting points and interests. They use this information effectively to plan activities that interest children from the outset.

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Personal development, behaviour and welfare are good

Children are motivated learners and enjoy their time at the pre-school. For example, children comment that they are having so much fun and really like being here. Staff are friendly and consistent in their approach to behaviour management. They teach children the importance of sharing and being kind to others. For example, children quickly learn to use sand timers to take turns. Staff form positive partnerships with other settings that children also attend, to provide consistency in children's learning and development, and contribute towards their good progress.

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Outcomes for children are good

All children develop a wide range of skills that helps to prepare them well for the next stage in their learning including starting school. For instance, older children learn to recognise and write some familiar words, such as their names. Younger children are encouraged to begin to drink from cups. Children make confident choices as they move freely between indoors and the garden. They have regular opportunities for exercise.

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Setting details

Unique reference number 134437 Local authority Oxfordshire Inspection number 1068491 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 - 5 Total number of places 21 Number of children on roll 13 Name of registered person Acre End Pre-School Playgroup Committee

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reference number

Date of previous inspection 27 February 2014 Telephone number 01865 731147

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reference number

Acre End Pre-School was first registered in 1992 and moved to new premises in October 2001. It operates from the village hall in Eynsham, Oxfordshire. It is open term time only, on Monday to Friday from 9am until 2.30pm. There are four members of staff, three of whom hold early years qualifications at level 3 or above. The pre-school is in receipt of funding for the provision of free early education for children aged two, three and four years.

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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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