Penrith Pre-School Nursery

Penrith Pre-School Nursery The Old School, Meeting House Lane, Penrith, Cumbria, CA11 7TR

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Inspection date

Previous inspection date 3 March 2017 17 June 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

 Managers and leaders show a high aspiration to improve through their detailed evaluations of practice. Purposeful training, regular research and influential meetings are clearly focused on enhancing the quality of care and learning that children receive.  The quality of teaching is good. Staff make accurate observations and assessments of children's learning. They use the information from these to plan challenging and meaningful activities that, on the whole, help to build on what children already know.  Staff engage parents in all aspects of their children's learning. Shared resources, such as games to promote turn taking and books to enhance early reading, help parents to extend their children's learning at home.  Excellent tracking is analysed very well and is used to secure timely interventions. Close partnership work, enhanced support during key groups and tailored learning plans contribute towards closing any gaps in learning for individual or groups of children.

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This provision is good

 Staff apply a calm and consistent approach to behaviour management. They sensitively intervene to resolve any conflicts and encourage children to consider how their actions impact on others. This contributes towards children being kind, friendly and caring.

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It is not yet outstanding because:

 Although systems to monitor staff performance are in place, these are not rigorous enough to provide a sharp focus on enhancing teaching practice to the highest levels.  On occasions, staff do not provide enough opportunities for children to explore their own creativity more freely during sensory activities, to help enhance outcomes for children to the highest levels.

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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 performance management systems and focus more precisely on monitoring individual staff practice more rigorously to provide a sharper focus on providing teaching that is of the highest quality  provide children with greater experiences to investigate, explore and express their own creativity more freely and independently during sensory activities, so that outcomes for children are raised to an outstanding level.

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Inspection activities

 The inspector had a tour of the nursery.  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 completed a joint observation with the manager during a planned activity.  The inspector held a meeting with the manager. She looked at relevant documentation and evidence of the suitability of staff working in the nursery.  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

Safeguarding is effective. Managers and leaders have a good understanding of their roles and responsibilities, including what information needs to be notified to Ofsted. Regular training and updates help to ensure that all staff have the most up-to-date knowledge of child protection procedures. Children are supervised closely by vigilant staff. Comprehensive risk assessments minimise any potential hazards. For example, evacuation procedures are robust and exit routes are kept free from obstruction. This contributes towards ensuring that areas of play are safe and fit for purpose. Safe recruitment and induction procedures ensure that all staff and committee members are skilled and suitable for their roles. Inclusive self-evaluation values the views of parents, children and others.

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Quality of teaching, learning and assessment is good

Key persons know their children well. They provide experiences that value children's home life and current interests. For example, staff take account of children's good knowledge of family occupations and provide resources, such as a toolbox, to aid their passion for fixing things. Small key-group times are focused on closing any emerging gaps in children's learning. For example, staff provide simple resources, such as a toy chair and cat, to help increase children's understanding of positional language through their active involvement. Children readily share their experiences through opportunities, such as adventures with Bobby the toy bear and show and tell sessions. This contributes towards children becoming good communicators. Staff welcome children who speak English as an additional language to share cultural traditions, such as celebrating the festival of light. This helps to enhance children's awareness of people and communities beyond their own.

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Personal development, behaviour and welfare are good

Children are happy and settled. They form secure attachments with friendly staff, who truly foster their emotional well-being. Staff prepare children for any changes to their routine. They use effective object reference, such as plates for snack time and books for story time, to help children who have special educational needs and/or disabilities distinguish what happens next. Children are keen to take on leading roles, such as snack helper, developing their independence. Their ongoing achievements and good work are celebrated well through effective methods, such as 'proud clouds' and interactive high fives. Transitions through the nursery and on to school are smooth and well supported. Children actively participate in daily exercise sessions, promoting their good health.

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Outcomes for children are good

All children make good progress and are developing the skills to support them in their move on to school. Young children show confidence in asking for help. They show a willingness to engage with older children at times, such as outdoor play sessions. Boys boldly express their desire to make marks in different ways, such as in mud and paint, to develop good early writing skills. Children who speak English as an additional language become good communicators. Children listen to stories with good attention. They develop an early awareness of counting and simple subtraction during daily routines. Children are keen to have a go at doing things for themselves and manage risks with caution.

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Setting details

Unique reference number 317572 Local authority Cumbria Inspection number 1064081 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 48 Number of children on roll 34 Name of registered person Penrith Pre-School Nursery & Toddler Group Committee

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reference number

Date of previous inspection 17 June 2013 Telephone number 01768 890272

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reference number

Penrith Pre-School Nursery was registered in 1960. The nursery employs eight members of childcare staff. Of these, all hold appropriate early years qualifications at levels 2 and 3. The nursery opens from Monday to Friday, during term time. Sessions are from 8.45am until 3.45pm. The nursery 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

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

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