Maiden Erlegh Pre-school

Maiden Erlegh Pre-school School, Silverdale Centre, Maiden Erlegh Campus, Silverdale Road, Earley, Reading, RG6 7HS

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Inspection date

Previous inspection date 30 March 2017 21 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 Outstanding 1

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This provision is good

 Staff foster children's personal development extremely well. Children's work is shared and celebrated, helping them to feel extremely proud of their achievements.  Partnerships with parents are good; parents feel extremely involved in the setting and their children's learning. For example, staff provide 'letter of the week' so that parents can help the children find items beginning with that letter at home.  Children are given a wide range of opportunities to learn about the people in the community. The setting reflects and values the diversity of the children's backgrounds and experiences very effectively.  Staff work very well with other professionals and parents to improve outcomes for children. All children, including those who have special educational needs and/or disabilities and those who speak English as an additional language, make good progress.  Children develop skills that prepare them well for school. For example, they learn to be

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This provision is good

independent by dressing and undressing themselves.

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It is not yet outstanding because:

 Systems of monitoring and evaluating staff practice are not fully incisive to help identify aspects of teaching that can be enhanced even further.  Staff occasionally miss opportunities to extend children's use of mathematical language.

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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

 focus more precisely on the range of teaching skills used by staff through more incisive monitoring of practice  continue to encourage children to learn about mathematical concepts during play.

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Inspection activities

 The inspector observed the interactions between the staff and the children.  The inspector spoke to parents to seek their views.  The inspector viewed a selection of documents, including policies and risk assessments.  The inspector asked the manager and staff questions throughout the inspection to establish their understanding of the statutory requirements.  The inspector completed a joint observation with the manager.

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Effectiveness of the leadership and management is good

The manager monitors children's outcomes effectively. She identifies any gaps in learning and helps staff to plan additional support to help children catch up quickly. Safeguarding is effective. The manager ensures that staff have up-to-date knowledge and a clear understanding of the signs that at a child may be at risk. They know what they should do to protect children's welfare. The manager evaluates the setting effectively. She uses this information to make improvements to the pre-school. For example, she has adapted the layout of the room to meet the needs of all children. Overall, staff make good use of training opportunities to support children's outcomes.

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Quality of teaching, learning and assessment is good

Practitioners complete accurate assessments of children's learning and have a very good knowledge and understanding of what children can do. They provide a variety of interesting activities that maintains children's interests. For example, children spend long periods carefully constructing towers and making a farm using wooden blocks. Staff listen to children during activities and help extend their thinking further by carefully questioning them about what they are doing. Staff place a sharp focus on encouraging children to acquire literacy skills. For example, they talk to them about the initial sounds in their names and encourage children to write their names on pieces of work.

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Personal development, behaviour and welfare are outstanding

Staff offer children an abundance of praise and help them to develop their self-esteem. Children demonstrate exceptionally positive behaviour and high levels of respect for others. They solve problems by negotiating and finding a compromise. For example, when one child wants a pen belonging to the other, she explains that they could each have a turn and share. Staff are extremely skilled and sensitive in helping children to form special bonds with a key person. Children are extremely confident in their own abilities and independently explore the environment. Children are kind, polite, cooperative and considerate to one another. For example, they ask permission to join in with their play and make positive comments when other children have good ideas. Staff provide children with a wide range of opportunities to learn about healthy lifestyles.

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Outcomes for children are good

Children are keen to learn and acquire the skills they need for their future learning. They are sociable and develop positive relationships with their friends. Children have a go at doing things for themselves, such as putting on their coats. Boys show how they can use their imagination as they work closely together to construct towers and a farm for animals as they play. Staff promote children's physical skills effectively.

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Setting details

Unique reference number 148665 Local authority Wokingham Inspection number 1085766 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 30 Number of children on roll 33 Name of registered person Maiden Erlegh Pre-School Committee

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reference number

Date of previous inspection 21 January 2015 Telephone number 07867 565811

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reference number

Maiden Erlegh Pre-school registered in 1992. It operates from the community centre situated in the grounds of Maiden Erlegh School in Earley, Reading. The pre-school opens each weekday during school term times. Sessions are from 9am to midday each day, with two afternoon sessions from 12pm to 3pm on Mondays and Tuesdays. A lunch club operates between 12pm and 12.30pm on Mondays and Tuesdays. The pre-school is in receipt of funding for the provision of free early education for children aged two, three and four years. Six staff work at the pre-school, three of whom hold relevant early years qualifications.

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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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