Ladybirds Pre-School

Ladybirds Pre-School Roebutts Close, Newbury, Berkshire, RG14 7AP

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Inspection date

Previous inspection date 26 April 2017 30 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 have high expectations for each child and plan challenging activities to help improve their outcomes. All children make good progress in their learning.  Children are strong communicators. Staff give children plenty of time to think for themselves and respond to questions with their own thoughts.  Partnerships with parents are strong. Staff share plenty of information with parents about their child's learning and next steps in development. They give parents ideas on how they can continue to support children's development at home.  Children behave well. Staff introduce effective methods to help children learn how to take turns. For example, children learn how to use a sand timer to help them wait for their turn. Staff encourage children to help others if they see them struggling.  Staff feel well supported by the manager. They speak positively about how she listens to their suggestions towards their professional development. The manager offers them

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This provision is good

good opportunities to enhance their knowledge and improve their practice.

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It is not yet outstanding because:

 Staff sometimes miss opportunities to help children compare and celebrate each other's differences and similarities, particularly those who speak other languages.  The manager and staff have not fully developed partnerships with local provisions that children attend or move on to, such as schools, to offer maximum continuity in their development.

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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 full use of everyday opportunities to celebrate and compare each other's similarities and differences, with particular regard to children who speak other languages  strengthen relationships with other local provisions to provide full continuity for children moving on to other settings.

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Inspection activities

 The inspector observed children's activities indoors and outdoors.  The inspector undertook a joint observation with the deputy manager.  The inspector held discussions with the children, staff and manager.  The inspector took account of the views of parents spoken to on the day of the inspection and through written feedback.  The inspector looked at a range of relevant documentation relating to safeguarding, and staff suitability, as well as policies, procedures and children's progress records.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The manager ensures staff have a clear knowledge of the safeguarding procedures to follow. They know who to contact if they have any concerns regarding a child's welfare. The manager meets with staff regularly to identify future improvements in order to help improve children's outcomes. For example, staff provide opportunities that are more flexible for children to practise writing for a purpose. Children enjoy writing down orders in their pretend ice cream van. The manager provides staff with regular training and mentoring, which helps to improve their practice and teaching.

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Quality of teaching, learning and assessment is good

Staff regularly observe children's learning and assess their individual development closely. They use their strong knowledge of the children to plan effectively to close any gaps in their development promptly. Staff work in strong partnerships with some professionals, such as speech therapists, to support children's individual needs well. For example, they play games which help children to build their vocabulary and communication skills. Staff plan exciting experiences for children to encourage them to experiment and use their senses in play. For example, children use new tools, such as pipettes and tweezers, to select materials and coloured liquids to add to potions they make. They learn about how ice melts as they hold ice cubes in their hands and feel the drips of water on their wrists. Staff encourage children to use descriptive words as they investigate the resources used and mixtures they create.

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Personal development, behaviour and welfare are good

Children are keen learners and motivated to explore and investigate the environment thoroughly. They make full use of all opportunities to build upon their physical development. For example, children climb small trees and climbing apparatus, with close supervision from staff. Staff use everyday opportunities effectively to start discussions about healthy food and its affect our bodies. Parents share their positive views about the welcoming staff. They say how well staff share accurate information regarding their child's interests and progress.

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Outcomes for children are good

Children are developing good skills towards their next stages in learning and the move to school. They are good problem solvers and confidently share their ideas and suggestions with staff and each other. For example, children want to make costumes and suggest ways that staff can wrap and tie materials around their body to make them fit well. Children show a keen interest in letters and sounds. For example, they begin to recognise words and names that start with the same sound.

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Setting details

Unique reference number 511118 Local authority West Berkshire (Newbury) Inspection number 1091186 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 37 Number of children on roll 75 Name of registered person Lady Birds Pre-School Committee

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reference number

Date of previous inspection 30 June 2015 Telephone number 01635 551664

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reference number

Ladybirds Pre-School registered in 1989. It is open each weekday from 8am to 5.30pm, during term time only. There are 14 members of staff working with the children. Of these, 11 hold relevant early years qualifications. One has early years professional status. The pre-school is in receipt of funding for the provision of 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

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

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