Marshalswick Pre School

Marshalswick Pre School The Ridgeway, St Albans, Herts, Al4 9TU

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Inspection date

Previous inspection date 2 March 2017 28 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

 Partnerships with parents are strong. Staff encourage parents' involvement in their children's learning and development. They provide them with frequent information and ideas about how they can further support their children's learning at home. Staff share plans of their children's learning opportunities and information about how they are progressing.  The management team regularly gathers the views of parents and children. Staff frequently discuss their views. This information is used to plan areas for development and set targets for continuous improvement.  The key-person system is highly effective is supporting new children to build secure attachments with staff. Staff provide a gradual settling-in process which supports children's individual needs. They are supportive and caring, which helps children to quickly become confident and happy in their care.  Staff skilfully support children who speak English as an additional language. They

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This provision is good

display key words in children's home language around the setting. Children sing a welcome song in a number of different languages. These are some of the ways children learn about their differences and similarities.  Children enjoy frequent opportunities for exercise and fresh air. They learn about the world around them as they excitedly explore their local community. Children have visits to the library, cobblers and post office. They play on climbing equipment and learn to take turns to ride on push-along bicycles.

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It is not yet outstanding because:

 Although staff share some information with other settings children attend, they do not do this regularly enough to make sure they can build continuously on the learning that takes place elsewhere.

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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

 develop further the arrangements for sharing information with other settings that children attend, in order to build continuously on the learning that takes place elsewhere.

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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 with staff and children during the inspection.  The inspector observed and discussed 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 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 arrangements for safeguarding are effective. Staff have good knowledge and understanding about the signs and symptoms of abuse. They understand the nursery policies and know the procedures to follow. Staff have contact information about who to speak to in the local authority to report any such concerns. The manager has implemented a successful system of supervision and training for all staff. She monitors staff practice through her daily interactions with them. She works closely with senior staff and they role model good practice to support staff who are currently training. Staff comment that they feel valued and appreciated in their role. They are eager to learn new skills through the identified training and other professional opportunities which are highlighted during their supervision meetings. Children's records of assessment are frequently reviewed by the manager and any gaps in learning are rapidly identified. Targeted support enables children

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Quality of teaching, learning and assessment is good

Staff provide a wide selection of activities that engages and challenges children. They closely link assessments of children's achievements and their next steps in learning to their daily planning. In group time, older children learn about the life cycle of plants. They recall what they have previously been taught and further their learning through the introduction of some new words, such as bud, stem and shoots. Younger children actively become involved in a story about sharing and emotions using large puppets and soft toys. Children delight as they join in with music and movement and enjoy doing the actions to their favourite songs. They are provided with time to practise their early writing skills. Children proudly show their written names on their pieces of creative work.

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Personal development, behaviour and welfare are good

Children behave well and are kind to one another. They quickly learn to share and take turns. Staff help children to learn these skills through the supportive and consistent messages they provide. Parents speak very highly about the staff and the activities and games provided for their children. Children enjoy taking on responsibilities, such as when they tidy away the toys or take their turn to be the helper in group time. They develop their independence skills as they pour their own drinks and put on their coats for a trip to the library. Children learn more about living a healthy lifestyle through discussions with staff at snack times.

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Outcomes for children are good

Children are eager learners and enthusiastically take part in a wide range of learning opportunities offered. From their initial starting points, children are making good progress. They quickly learn the essential skills needed ready for their move on to school. Children enjoy modelling and creating shapes of their favourite animals with different coloured play dough. They proudly share their achievements with their friends, helping to build their confidence and self-esteem and enabling children to review their own learning.

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Setting details

Unique reference number EY451542 Local authority Hertfordshire Inspection number 1066191 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 32 Number of children on roll 30 Name of registered person Fiona Rosemary Donoghue

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reference number

Date of previous inspection 28 February 2013 Telephone number 07917088711

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reference number

Marshalswick Pre School was registered in 2012. The pre-school employs eight members of childcare staff. Of these, six hold appropriate early years qualifications at level 2 and above, including two with qualified teacher status. The pre-school opens from Monday to Friday during term time only. Sessions are from 9.10am until 12.10pm. They offer a lunch club on Wednesday and Thursday until 1.10pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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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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