Grange Pre-School

Grange Pre-School Grange United Reformed Church, Circuit Lane, Reading, RG30 3HD

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Inspection date

Previous inspection date 1 March 2017 20 May 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

 Children are happy and confident in the pre-school. They enjoy the activities available to them and benefit from strong teaching which helps them make good progress in their learning and development.  Staff observe and track children's development effectively. They plan purposeful next steps for children's learning to support children's development effectively.  Children behave well and benefit from consistent praise and encouragement from staff. Staff ensure that the pre-school is welcoming and fully risk assessed to maintain children's safety.  Partnerships with parents and other professionals are good. For example, staff provide plenty of feedback to the parents and others involved in children's care to support continuity of care.  The management team has rigorous recruitment, mentoring, supervision and appraisal processes in place to support and aid the ongoing suitability of staff.  Self-evaluation methods are effective in identifying and monitoring areas for future

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This provision is good

development to provide consistent, good-quality care for children.

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It is not yet outstanding because:

 Staff do not consistently teach children why certain rules are in place for the daily tasks and routines in which they are involved.  At times, staff miss opportunities to encourage and challenge children's thinking skills to help them express their ideas and solve problems for themselves.

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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

 enhance children's understanding of why daily routines and rules are in place  create more opportunities to challenge children's thinking and encourage them to solve problems and come up with their own ideas.

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Inspection activities

 The inspector observed children's involvement in activities within the nursery and outside.  The inspector looked at a sample of children's records and discussed these with staff.  The inspector took account of the views of parents spoken to on the day of inspection.  The inspector looked at, and discussed with staff and the manager, documentation in relation to safeguarding, risk assessments and daily attendance registers.  The inspector undertook a joint observation with the manager.

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Effectiveness of the leadership and management is good

The management team and staff work well together to set up the pre-school ready for the children to arrive. Safeguarding is effective. Staff are confident about the signs that may indicate that a child is at risk, and they have a good understanding of their role and responsibility for following the Local Safeguarding Children Board procedures. The management team offers good support and training to staff to help them fulfil their roles and teaching abilities. For example, staff have recently attended training to help them learn different ways that children can communicate. The management team reviews children's progress well with staff and tracking systems, to ensure learning is consistent.

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Quality of teaching, learning and assessment is good

Staff offer good support to children and aid their development in communication and language skills well. They talk to children very effectively, adapting their questions and speech in accordance with children's ages and stages of development, to enhance their understanding and ideas. Staff encourage children's imaginations. For example, they support children as they hunt for bugs in the garden, using a range of tools. Staff encourage children's mathematical learning well. For instance, during group activities they teach children about number order, as they count the number of dinosaurs and match to the corresponding number when they roll the dice.

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Personal development, behaviour and welfare are good

Staff offer good support to children, and the key-person approach is effective. Children demonstrate that they have good relationships with staff. For example, they keenly show staff what they have drawn and built with pride. Staff support children's understanding of healthy lifestyles well. For instance, as children wash their hands, staff talk about why it is important to remove dirt and germs. Staff help children to learn about safety well. When children go out in the community, they talk about the potential dangers, including the traffic. Staff provide children with daily opportunities to be active and play outside. Children enjoy playing in the fresh air, where they have fun exploring on large climbing apparatus and building at the pretend builder's yard.

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Outcomes for children are good

All children are developing good skills for their eventual move to school. For example, older children learn to sound out letters during group times, as they talk about the days of the week. They then learn how letters are written as they try to write their names and develop their literacy skills. Children are developing good levels of independence and they choose toys and equipment with confidence.

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Setting details

Unique reference number 116829 Local authority Reading Inspection number 1068413 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 5 Total number of places 35 Number of children on roll 64 Name of registered person The Grange Playgroup Association Committee

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reference number

Date of previous inspection 20 May 2014 Telephone number 0118 956 8528

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reference number

Grange Pre-School registered in 1989. It operates from the Grange Free Church at Southcote, in Reading, Berkshire. The pre-school is open each weekday from 8.50am to 3.20pm during school term times. The setting receives funding to provide free early education for children aged two, three and four years. There are 12 staff who work with the children. Of these, eight staff hold qualifications at level 3.

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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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