Stonesfield Pre-School

Stonesfield Pre-School Unit 4, Glovers Yard, Witney, Oxfordshire, OX29 8PT

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Inspection date

Previous inspection date 14 March 2017 26 January 2015

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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 provide a wide range of stimulating activities throughout the day that cover all aspects of children's learning. All children make good progress relative to their starting points.  Staff are extremely skilled at helping children gain a good understanding of mathematics. For example, staff use simple explanations to help children understand about time and use resources well to help children learn the properties of different shapes, such as the number of corners and sides.  Children settle well and are confident in the warm, nurturing environment. Staff work particularly well as a team to support children's care and emotional needs. For example, they have ongoing conversations about children's needs and work together well to tailor routines to suit individual children.  The manager and her deputy have ambitious improvements plans for the pre-school's success. They have recently introduced many changes and have started to evaluate the

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It is not yet outstanding because:

 During some activities, staff do not make the most of opportunities to build on what children show an interest in to extend their learning further.  Staff do not fully support children to find out about and develop their understanding of different communities, including their languages, customs and faiths.

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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

 make the most of opportunities to build on what children show an interest in to extend their learning further  provide children with a greater variety of opportunities to learn about different people and their communities beyond their everyday experiences.

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Inspection activities

 The inspector observed activities and spoke to children at appropriate times as they played.  The inspector looked at a range of documentation, including risk assessments and some policies. The inspector spoke to the manager about how she evaluates the effectiveness of her provision.  The inspector observed the quality of teaching and carried out a joint observation of an activity with the manager.  The inspector checked staff's qualifications and training, along with evidence of their suitability.  The inspector considered the written and spoken views of parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The manager ensures all staff are fully aware of the child protection procedures and follow these to help keep children safe. The manager monitors the quality of teaching well overall and analyses children's progress effectively. She ensures support is quickly put in place for any children who have gaps in their progress. The manager provides many opportunities for staff to develop their skills, such as support meetings, training and opportunities to reflect on one another's practice. For example, staff have developed their interactions, ensuring they give children space and time to be independent learners. Self-evaluation involves the views of the parents, children and staff and helps to identify strengths and areas to improve.

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Quality of teaching, learning and assessment is good

Staff use their accurate assessments of children to plan activities that support their learning and capture their interests. For example, children interested in a favourite book enjoyed many opportunities in the local woods to act out the story. Children learn through a good balance of spontaneous play and adult-led activities. For example, older children enjoy the planned 'rainbow room' activities that support their early mathematics and literacy. Two-year-old children enjoy following instructions, for example, while they play with the dough using their senses. Staff support children's creative skills and communication effectively in many ways. For example, older children receive good support as they tell stories about their drawing. Staff keep parents well informed about their children's progress and share ideas to support home learning.

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Personal development, behaviour and welfare are good

Staff effectively support children's emotional and physical development in many ways. For example, they encourage children to talk about their feelings. Children enjoy daily exercise outside. Staff support children well during care routines, such as hand washing and using the toilet. They teach children to share, take turns and listen to each other. Staff teach children how to stay safe, such as giving clear explanations about why they need to put down toys they are holding before they climb.

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Outcomes for children are good

All children learn important skills to prepare them for the next stage in their learning, such as for school. Children are motivated and confident. They develop their imaginative skills well. For example, they make their own 'ice-cream' from mud and sticks. Older children have many interesting conversations with staff and with their friends. All children's behaviour is good. The older and more-able children are learning to write their own names correctly and to recognise the sounds letters make.

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Setting details

Unique reference number 134494 Local authority Oxfordshire Inspection number 1085747 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 20 Number of children on roll 29 Name of registered person Stonesfield Pre School Committee

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reference number

Date of previous inspection 26 January 2015 Telephone number 01993 898370

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reference number

Stonesfield Pre-School registered in 1968. The pre-school is open on week days during term time from 8am to 6pm, except Friday. On Friday, the pre-school is open from 9am to 3pm. The holiday group for children aged from three to 11 years runs during school holidays from 8.30am to 5.30pm. Of the eight members of staff, seven hold appropriate early years qualifications. The pre-school receives funding to provide free early 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

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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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