Peep Pre-School

Peep Pre-School The Dovecote Centre, Nightingale Avenue, Oxford, OX4 7BU

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Inspection date

Previous inspection date 11 May 2017 Not applicable

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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 enter the pre-school with confidence and enjoy the activities on offer. Staff know the children well and offer reliable support to help them make good progress.  Staff observe and assess children's development effectively, to show how they are achieving and to seek early intervention if needed to support learning.  Children's health is well maintained by staff and they are provided with a healthy snack. All areas of the provision, including activities, are fully risked assessed to maintain children's safety.  Partnerships with parents are good. Staff keep parents well informed about their child's day. For example, they talk to parents daily and share observation and achievement records to help promote continuity in children's care.  Recruitment procedures are effective. All staff have regular supervision, appraisals and team meetings to ensure that they are confident and capable to work with the children.

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This provision is good

 Good self-evaluation procedures are in place to reflect on and improve the quality of provision for all children.

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It is not yet outstanding because:

 On occasions, some children do not receive consistent messages to help them manage their behaviour, particularly about how their actions might affect others.  Sometimes, activities are not organised well enough to maintain children's otherwise high levels of interest and engagement.

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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

 strengthen ways to help children manage their own feelings and gain an understanding of how their actions may affect others  ensure that all activities and routines are organised to offer potential for all children to remain highly interested and engaged in their learning.

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Inspection activities

 The inspector observed activities and learning experiences available to children.  The inspector observed interactions between children and staff and spoke to the children.  The inspector asked staff questions about their work and observed practice with the provider.  The inspector undertook a joint observation with the manager.  The inspector spoke to some parents about their views and opinions of the provision and considered these.

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Effectiveness of the leadership and management is good

The management team and staff work well together and form good working relationships. The manager supports staff training and development well. For example, she encourages them to update their skills and knowledge through training to improve their teaching abilities. The manager monitors children's progress well, for example, through cohort tracking and discussions with staff. This allows her to identify and tackle any gaps in learning. Safeguarding is effective. Staff have a good understanding of their roles and responsibilities to protect children's welfare. Partnerships with other professionals are good. For example, staff share information about children's learning and progress as required, to enable them all to work together to meet children's needs.

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Quality of teaching, learning and assessment is good

Staff provide a varied range of activities based on children's interests, ages and stages of development. Staff support children's imagination skills well. For example, when reading stories to children, staff give the children props and small characters to re-enact the scenes being read. Staff support children's communication, language and mathematical skills well. For instance, when staff and children go out for their adventure walks, staff ask the children questions about what they hear and see, using numbers in conversations well, to develop children's learning.

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Personal development, behaviour and welfare are good

Children demonstrate that they feel safe and secure in the pre-school. For example, when children arrive they separate from their parent/carer with confidence and ease, including those who are fairly new. The key-person approach is well embedded in the pre-school. For example, staff offer new children extra support when needed and meet their needs well, as they are helped emotionally to quickly settle in. Staff are effective in modelling good manners. For example, children confidently say 'please' and 'thank you' without prompting as they are offered drinks and snacks. Staff encourage children to be physically active. For example, all children have opportunities to play outside and enjoy mark making with chalks and water.

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Outcomes for children are good

All children are making good progress in their learning and development and are well prepared for the next stages in their learning. Children enjoy learning. For example, they enjoy exploring with sand and use a variety of pots and containers to experiment with. Children develop independence skills well. For example, they independently choose what to play with and confidently collect their coats and boots for outside play.

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Setting details

Unique reference number EY483773 Local authority Oxfordshire Inspection number 1002329 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 5 Total number of places 22 Number of children on roll 36 Name of registered person Parents Early Education Partnership (PEEP)

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reference number

Date of previous inspection Not applicable Telephone number 01865 771 986

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reference number

Peep Pre-School registered in 2014. The pre-school operates from a large open-plan room within the Dovecote Centre in Greater Leys, close to the centre of Oxford, Oxfordshire. The pre-school provides care for children within the local community. It is open Monday to Friday from 8.45am until 11.45am with a lunch club available and then 12.15pm until 3.15pm term time only. There is a fully enclosed garden available for children's outside play. There are seven staff that work with the children. Of these, four hold appropriate early years qualifications and the manager holds an early years degree.

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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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