Condover Pre-school

Condover Pre-school Condover, Shrewsbury, Shropshire, SY5 7AA

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Inspection date

Previous inspection date 6 April 2017 16 June 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 work well with teachers at the adjacent school. Together they identify key skills children need for school. Children are emotionally prepared for school through visits.  Teaching is strong. Well-qualified staff focus on helping children to develop their communication and language skills. They use the knowledge they have learnt from training to help children to pronounce words clearly and extend their vocabulary.  Children enjoy coming to pre-school. Their key persons make effective use of additional funding to help grow children's confidence during group times and with visitors.  Staff take children on outings to extend children's learning, such as looking for shapes in the village. Visitors attend the pre-school to talk about their jobs.  Staff and the committee continually work hard to develop the pre-school. They use feedback in order to make improvements. For instance, they have extended the range

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This provision is good

of resources outside for children to make marks with and be imaginative.  Children's behaviour is good. Staff help children to share. For example, they make good use of a sand timer for children to know when their turn on the bicycle has finished.

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It is not yet outstanding because:

 The manager does not make best possible use of information about children's learning. She does not check the progress different groups of children make, in order to identify ways to help them make even better progress.  Staff do not consistently encourage parents to share detailed information about children's learning at home.

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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 better use of information about children's learning, to help identify ways to help groups of children make outstanding progress  strengthen partnership with parents and encourage them to share detailed information about children's knowledge and skills from home, when they first start attending and throughout their time at pre-school and use this information to better inform planning.

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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. He viewed a sample of children's learning records.  The inspector spoke with staff and children during the inspection.  The inspector observed an adult- directed activity and evaluated it with the pre-school manager.  The inspector held a meeting with the pre-school manager. He looked at relevant documentation, such as the pre-school self-evaluation and safeguarding policies. The inspector also viewed evidence of the suitability of committee members and staff working in the pre-school.  The inspector spoke to a number of parents during the inspection, viewed their written feedback and took account of their views.

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Effectiveness of the leadership and management is good

The two members of staff working at the pre-school meet weekly to review children's learning, plan ways to improve their practice and identify possible training needs. This promotes a strong culture of evaluation and improvement. Safeguarding is effective. All staff know the signs of abuse and they have a good understanding of the pre-school's safeguarding policies. As a result, they know how to respond to and report concerns about the welfare of children. Any potential risks to children are appropriately assessed and managed to help keep children safe. The committee vet staff to help check their suitability to work with children.

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Quality of teaching, learning and assessment is good

Staff are working hard to develop their links with local health visitors and build on their strong relationships with other settings children attend. This helps to promote a joined-up approach to supporting children's learning. The manager has a strong oversight of planning and assessment of children's learning. She identifies ways to better demonstrate children's achievements through ongoing assessments. Teaching is varied and challenging. This means the most and less able children are appropriately supported. Staff plan interesting and innovative activities that build on children's prior learning and interests. They read children stories about trains which reignites children's interest in vehicles. Pictures of trains fixed to pencils are provided for children. They hold their pencil correctly with guidance from staff and draw lines on a large paper track, taking their trains on a journey. This helps children to develop their early writing skills in readiness for school.

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Personal development, behaviour and welfare are good

Children's independence and self-care skills are improved since the last inspection. They are now encouraged to do more things for themselves, such as serving their own healthy snack and putting on their own coat. Children wash their hands before snack to promote good hygiene. They enjoy playing outside throughout the day. Children develop their physical skills outside, such as learning how to pedal tricycles. They enjoy making pretend cars and demonstrate an awareness of safety rules, such as putting on seat belts in the car. New children are able to settle in at their own rate. Parents are welcomed to stay with their children helping them to feel reassured in their new surroundings.

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Outcomes for children are good

Children have good concentration skills. They are able to sit and listen for their name during circle time. Children are developing their understanding of the world. They can describe the weather and recall the weather report they have seen at home that morning. During group times children demonstrate their good social skills. They share items from home and confidently talk in front of a group. Children's literacy development is good. They are able to recognise letters and say their sounds correctly. Children are learning mathematical concepts of counting and size. They can count bears and use mathematical language to describe whether they are big, medium or small.

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Setting details

Unique reference number EY235698 Local authority Shropshire Inspection number 1091480 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 - 4 Total number of places 20 Number of children on roll 16 Name of registered person Condover Pre-School Playgroup Committee

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reference number

Date of previous inspection 16 June 2015 Telephone number 01743 873518

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reference number

Condover Pre-school was registered in 2003. The pre-school employs two members of childcare staff. Of these, one holds an appropriate early years qualifications at level 3 and one at level 6. The pre-school opens from Monday to Friday, term time only. Sessions are from 9am to until 3.30pm Monday to Thursday and 9am tountil 11.30am on Friday. 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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