Forget-me-nots Pre-School

Forget-me-nots Pre- School Tring Community Centre, Silk Mill Way, TRING, Hertfordshire, HP23 5EP

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Inspection date

Previous inspection date 9 May 2017 12 February 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

 Children build close relationships with their key-person. They are provided with gradual settling-in sessions that help them to grow in confidence. Staff are kind and supportive and meet children's individual needs.  The management team regularly gathers the views of parents and children. Staff work well as a team and frequently share their views. All this information is used in planning areas for development and setting targets for improvements.  Partnerships with parents are strong. Staff encourage the parents to be involved in their children's development. Staff provide information and ideas about how parents can further support their children's learning at home.  Children have daily opportunities for fresh air and exercise. They develop their physical skills as they ride the push-along bicycles, dig in the mud and pour water down the different-sized pipes. They enjoy visits to the park.

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It is not yet outstanding because:

 Staff complete regular and thorough assessments of children's progress. However, best possible use is not made of this information to target specific next steps in learning, in order to support children to make even more rapid progress.  The manager does not always make the best possible use of supervision meetings to monitor and evaluate staff's practice to focus on raising the overall quality of teaching to the highest possible level.

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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

 enhance the use of information gathered from assessments to provide children with more specific next steps in learning that enable them to make even more rapid progress  strengthen procedures for staff's supervision to monitor and evaluate their practice to raise the overall quality of teaching even higher.

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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.  The inspector spoke with staff and children during the inspection.  The inspector completed a joint observation with the manager.  The inspector held a meeting with the manager. She looked at relevant documentation and evidence of the suitability of staff working in the pre-school.  The inspector spoke to parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Management has implemented robust systems for induction and ensures staff attend regular training for safeguarding. These help staff to keep up to date with any new developments and support their understanding of the signs and symptoms of abuse. They have a good knowledge about the procedures to follow and who to talk to in their local authority with any such concerns. Staff frequently monitor children's progress and achievements. Staff work in partnership with other professionals, including other settings that children attend, to provide targeted support to ensure individual children's needs are being met and gaps in their learning are closing.

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Quality of teaching, learning and assessment is good

When children first start, staff gather information from their parents about what they can do. This information, along with staff's own observations, is used to identify their starting points. Children's imaginative skills are supported and encouraged by staff. They enjoy baking pretend apple crunch cake. Staff encourage their game and ask them who the 'cake' is for. Children's language skills are promoted as they talk about what ingredients have gone into their pretend cake. They enjoy opportunities to explore nature as they take part in Forest School sessions. Staff ask children questions to extend their thinking skills and promote their learning. Children are supported in practising their early writing skills as they try writing their own names on their pictures.

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Personal development, behaviour and welfare are good

Staff provide clear explanations that support children's understanding about behaviour. They are consistent in their approach. Staff give frequent praise and encouragement to children, helping to raise their self-esteem and confidence. Children are reminded to adopt good hygiene practices. They wash their hands before meals and after outdoor play. Staff share books and stories to support children's learning about food that is good for them. They talk about keeping healthy through exercise and enjoy climbing on apparatus. Children are supported in learning about sharing and taking turns.

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Outcomes for children are good

Children are eager to learn and enjoy exploring the wide range of activities that is provided. They learn to be independent, such as when they practise buttering their own crackers and collecting their own plates and cups when they have finished their snack. Children enjoy exploring the nature area outside as they search for bugs and insects with magnifying glasses. They make good progress from their starting points. Children learn skills they need to be ready for their move on to nursery and school.

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Setting details

Unique reference number EY342712 Local authority Hertfordshire Inspection number 1092879 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 20 Number of children on roll 32 Name of registered person Tring Community Association Committee

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reference number

Date of previous inspection 12 February 2015 Telephone number 01442 890192

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reference number

Forget-me-nots Pre-School registered in 2006. The pre-school employs five members of childcare staff, two of whom hold appropriate early years qualifications at level 3 or above. The pre-school opens from Monday to Friday during term time only. Sessions are from 9am until midday, with a lunch club operating on Mondays, Wednesdays and Fridays. On these days, the pre-school remains open until 2pm. 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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