Somerville Pre-School

Somerville Pre-School 148 Somerville Road, Chadwell Heath, Romford, Essex, RM6 5AT

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Inspection date

Previous inspection date 9 January 2017 26 February 2013

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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 teach children well. They support children's language skills effectively, such as through questioning and encouraging them to develop their use of sentences.  Children play with a wide range of resources that reflect the different people in the community. They learn to respect and value each other's uniqueness, and they develop a good understanding of the world.  Staff provide good opportunities for children to develop their early reading skills. For example, they encourage children to find their name on their coat pegs. Children develop the skills needed in readiness for school, including learning to recognise their name. Children make good progress from their starting points.  The manager reflects on the setting's practice well. She recognises the pre-school's strengths and identifies areas to develop, to improve teaching practice and outcomes for children. She works effectively with other professionals, such as local authority

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This provision is good

advisory teachers, to help evaluate the quality of the setting and implement improvements.

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It is not yet outstanding because:

 The manager does not use her existing monitoring systems fully to check the progress of groups of children, to promptly identify and address any emerging learning needs.  Some staff do not fully inform all parents of how they can support children's development further at home to help children make even better progress.

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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

 strengthen monitoring procedures for groups of children to identify more sharply any areas where they may need extra support in their learning  build on existing partnerships with parents so they can be more involved in supporting their children's learning at home.

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Inspection activities

 The inspector observed the interactions between staff and children as they engaged together in activities.  The inspector and the manager undertook a joint observation of a teaching activity.  The inspector held discussions with the manager and staff during the inspection about children's care and the activities provided for them.  The inspector took into account the views of the parents and carers spoken to on the day and engaged with children at appropriate times.  The inspector viewed documentation during the inspection, such as the setting's policies and procedures, and children's assessment folders.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The manager and staff know how to recognise and report any signs that indicate a child may be at risk of harm. The manager monitors staff's performance well and provides them with varied opportunities to develop their teaching expertise and skills. For instance, following training, staff have adapted activities and introduced visual props to aid further children's learning experiences. The setting has acted on advice given at the last inspection and now offers a good range of interesting experiences to help children develop their use of technology.

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Quality of teaching, learning and assessment is good

Children confidently play with a wide range of interesting, age-appropriate activities that support their learning effectively in all areas. They enjoy imaginative experiences, including pretending to be builders, while engaging in role play outside. They learn how to think of ideas, and staff encourage them to share their ideas with others. Staff make regular observations of what children can do and use the information effectively to plan activities to support children's learning. They follow children's interests well to help support their involvement in activities. Children engage well and are motivated. For example, they excitedly used scarves to dance and move with to help develop their physical skills. Staff generally work well with parents. For instance, they communicate with them regularly about children's day-to-day achievements and routines at the setting.

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Personal development, behaviour and welfare are good

Staff build positive relationships with children and support their emotional needs effectively. Children independently explore the safe, welcoming environment. They are happy, secure and behave well. Staff support children's understanding of healthy lifestyles effectively. Children eat nutritious foods, are active and enjoy using equipment. For example, they use the tyres and wooden planks to balance on, while developing their physical skills and well-being. Staff teach children about good eating routines. For instance, they remind children to sit at tables when eating to help them learn how to keep themselves safe. Staff provide children with good opportunities to develop their independence. For example, children serve themselves snack and develop their growing confidence and self-esteem.

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Outcomes for children are good

All children, including those who are learning to speak English and those who have special educational needs, develop skills that support their next stage of learning. For instance, they learn to share, listen to others and communicate confidently. Children develop good physical skills, such as using equipment and tools with control.

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Setting details

Unique reference number 128480 Local authority Redbridge Inspection number 1061337 Type of provision Sessional 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 30 Number of children on roll 26 Name of registered person Somerville Pre-School Committee

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reference number

Date of previous inspection 26 February 2013 Telephone number 07765 072797

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reference number

Somerville Pre-School registered in 1992. It operates from a church hall in Chadwell Heath, in the London Borough of Redbridge. The pre-school employs five members of staff. All staff hold appropriate early years qualifications, including four at level 3 and one at level 4. The pre-school opens Monday to Friday from 9.15am until 12.15pm, term time only. The provision provides funded early years 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

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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