Pendennis Pre-School

Pendennis Pre-School Hatch Ride Primary School, Hatch Ride, Crowthorne, Berkshire, RG45 6LP

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Inspection date

Previous inspection date 9 March 2017 14 April 2016

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This inspection: Inadequate 4

Previous inspection: Requires Improvement

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This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Inadequate 4

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This inspection: Inadequate 4

Outcomes for children Requires improvement

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This provision is inadequate

 There has been no improvement in some areas of weakness identified at the last inspection. There is a lack of self-evaluation and management oversight. This means that breaches of the requirements of the early years foundation stage have not been identified.  Safeguarding arrangements are weak. Many safeguarding and welfare requirements were not being met at the time of the inspection. These include matters relating to staff recruitment and suitability; staff's knowledge and understanding of how to protect children; the security of the premises and a lack of relevant safeguarding training.  Staff do not ensure there is a good two-way flow of information with parents about their children's learning and development.  Staff are not using what they know about children from observations and assessments to plan challenging activities that help children make good progress in all areas of learning.

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It has the following strengths

 Children enjoy their time at the setting. There is a friendly and relaxed atmosphere. Children benefit from nurturing relationships with the staff and each other.  Parents find the manager and staff supportive and approachable.  There are close links with the school in which the pre-school is set. Children become familiar with the school premises and routines. This helps them to be ready for the next stage in their learning.

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What the setting needs to do to improve further

The provision is inadequate and Ofsted intends to take enforcement action

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What the setting needs to do to improve further

We will issue a Welfare Requirements Notice requiring the provider to:

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Due Date

 ensure that the setting follow their procedures to ensure that unauthorised persons cannot enter the premises and that children cannot leave the premises unsupervised 31/03/2017

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Due Date

 ensure that policies and procedures are in line with the guidance and procedures of the Wokingham Safeguarding Children’s Board 31/03/2017

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Due Date

 ensure that all staff, including those with lead responsibility for safeguarding, attend relevant training 31/03/2017

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Due Date

 ensure that all staff, including those with lead responsibility for safeguarding, have an up to date knowledge of safeguarding issues including what to do in the event of an allegation being made against the setting and the Prevent Duty 31/03/2017

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Due Date

 ensure the setting plays a full and proactive part in any multi- agency work and seeks and shares information relating to vulnerable children appropriately 31/03/2017

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Due Date

 ensure that staff are safely recruited and qualified and suitable to work with children 31/03/2017

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Due Date

 ensure that unvetted staff are not left unsupervised with children 10/03/2017  ensure there is a record of information relating to vetting checks that have been completed, including the DBS number, the date a disclosure was obtained and the details of who obtained it. 31/03/2017

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Due Date

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 strengthen partnerships with parents to gather a wide range of information about children's skills and abilities when they join the pre-school, and improve the arrangements to share information about children's ongoing progress with them 31/05/2017

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Due Date

 ensure that systems to observe and assess children's learning are used to plan challenging activities that address any gaps in their development, so that children make good progress. 31/05/2017

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Inspection activities

 The inspector spoke to some parents and took their views into account.  The inspector spoke to children and members of staff at appropriate times during the inspection.  The inspector conducted a joint observation with the pre-school manager.  The inspector sampled the pre-school's documentation, including staff records and folders of children's learning.  The inspector held discussions with the pre-school manager about the leadership of the pre-school.

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Effectiveness of the leadership and management is inadequate

The manager has not identified weaknesses within the setting. These weaknesses have a significant impact on children's safety and wellbeing. Safeguarding is not effective. The manager has not followed safe recruitment procedures. During the inspection, a member of staff who is not yet deemed suitable had unsupervised access to children. The setting is not working in line with guidance from the local safeguarding children's board. For example, neither the manager nor staff have undertaken the relevant safeguarding training. This means that there is no trained lead practitioner with responsibility for safeguarding children at the setting. The manager does not proactively seek and share information so that agencies can work together to keep children safe effectively. The manager does not know the procedure to follow if there was an allegation made against a staff member. Staff do not have an up to date knowledge of safeguarding matters, such

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Effectiveness of the leadership and management is inadequate

as the Prevent Duty. There has been a lack of improvement in some areas identified as requiring improvement at the last inspection. For example, some weaknesses in the observation, assessment and planning system remain. Furthermore, the pre-school does not ask parents to share what they know about their child when they start at the setting to help staff accurately identify children's starting points. Staff are not ensuring parents are well informed regarding the progress their children are making or the next steps in their learning.

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Quality of teaching, learning and assessment requires improvement

Staff observe and assess children's learning, but not all records are up to date. Staff do not use what they know about children’s development well. For example, they do not plan activities to address identified gaps in individual children's learning. Children generally lead their own play and enjoy creating their own games, for example making houses out of chairs and pretending to be cats. When staff provide exciting activities such as making tracks in shaving foam, children show they can concentrate well. Staff read to the children frequently, which helps to ensure children develop a love of books. Staff talk to the children and ask them questions, but miss opportunities to extend children's learning.

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Personal development, behaviour and welfare are inadequate

Children's safety is compromised by the breaches of the safeguarding and welfare requirements. Procedures to ensure that unauthorised persons cannot enter the premises, and that children cannot leave the premises unsupervised, are not followed at all times. Despite this, staff are teaching children how to keep themselves safe. For example they queue up when going up and down stairs and learn to cross the road on the way to the school playground safely. Staff are caring and children clearly feel comfortable and secure in their company. Staff enjoy jokes with the children and make them laugh. Snacks are healthy. Children's independence is encouraged, for example, when using scissors by themselves.

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Outcomes for children require improvement

The variable quality of teaching means that activities are not always well targeted to ensure children make the best possible progress. Children arrive happily at the setting. They are content and relaxed, but are not always sufficiently challenged. They are making friends and learning to share and take turns. Children take great pride in their achievements, such as when they make things by themselves. They enjoy showing staff their pictures and the models they have made. The location of the pre-school within the primary school means that children are emotionally well prepared for school. For example, the children become accustomed to eating their packed lunches in the school dining room with the older children.

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Setting details

Unique reference number 148669 Local authority Wokingham Inspection number 1073769 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 - 5 Total number of places 20 Number of children on roll 12 Name of registered person Theresa Hazel

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reference number

Date of previous inspection 14 April 2016 Telephone number 07720400702

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reference number

Pendennis Pre-School registered in 1991. It is privately owned and operates from a room within Hatch Ride Primary School, on the outskirts of Crowthorne, Berkshire. The pre- school is open on Tuesday and Thursday from 9am to 3pm and on Wednesday from 9am to midday, term time only. Two members of staff work with the children, including the manager/provider. The provider receives funding to provide free early education to 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

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