Cleeve Prior Pre-School

Cleeve Prior Pre-School Cleeve Prior Village Hall, The Green, Cleeve Prior, Evesham, Worcestershire, WR11 8LD

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Inspection date

Previous inspection date 11 May 2017 30 January 2015

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Staff do not always make the most precise assessment of children's abilities. They do not consistently plan activities and experiences that motivate and inspire children to learn. Children do not yet progress as well as possible.  The arrangements for the performance management of staff are not good enough. Managers are not sharply focused on improving the quality of teaching within the pre- school to help promote outcomes for children that continually improve.  Managers do not have a good enough overview of teaching practice, the curriculum or the progress children make. They have failed to effectively identify and address key weaknesses to achieve and maintain good standards.

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It has the following strengths

 The environment is welcoming, bright and well laid out. There is a range of resources, toys and equipment for children to access. Children generally have fun and enjoy attending.  Children are supported to settle in. Staff are friendly and kind. They get to know children well. Children form positive relationships with key staff. They engage staff in their play and seek their comfort as required.  Partnership working is established. A two-way flow of information is shared between the setting, home and other settings children will move on to. This has a particularly positive impact on children's physical and emotional well-being.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 make more precise assessment of children's abilities and use the information obtained to consistently plan activities and experiences that motivate and inspire children to learn, in order to promote their good progress 11/07/2017

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Due Date

 enhance the arrangements for the performance management of staff and sharpen the focus on improving the quality of teaching to help promote outcomes for children that continually improve. 11/07/2017

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Due Date

To further improve the quality of the early years provision the provider should:

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Due Date

 strengthen monitoring and evaluation processes and gain a better overview of teaching practice, the curriculum and the progress children make, in order to take effective action to address all weaknesses and achieve good standards.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outside. She assessed the impact this has on children's learning.  The inspector completed a joint observation with the manager of the pre-school.  The inspector held a meeting with the pre-school manager. She looked at relevant documentation, records and policies.  The inspector checked evidence of the suitability of the committee members and 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 requires improvement

Self-evaluation and monitoring are not good enough. The manager does not identify all weaknesses within teaching and learning or take effective action to address them. Although staff and managers are well qualified, they are not supported well enough to understand all of their roles. This specifically refers to their responsibility to offer good quality learning experiences to all children in their care. Children do not yet benefit from the best possible outcomes that continually improve. Nevertheless, staff benefit from some training, such as safeguarding and first aid. This has a positive impact on care practices. The arrangements for safeguarding are effective. Managers and staff's child protection knowledge is sound. The environment is clean, secure and well organised. This helps to protect children from harm.

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Quality of teaching, learning and assessment requires improvement

Staff do not have high enough expectations of children's learning. They do not make the most precise assessment of children's abilities. The quality of teaching is variable. Some activities and experiences are not planned well enough to support children to continually progress well. Nevertheless, in general, children have access to opportunities that promote different aspects of their learning. For example, children enjoy creative activities, such as building models, exploring sand, making collages or experimenting with musical instruments. Staff sit with them at their level, show them how resources can be used and talk to them about what they are doing.

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Personal development, behaviour and welfare require improvement

Due to weakness in the quality of teaching, learning and assessment children are not always motivated to learn or fulfil their potential. On the other hand, children's welfare is promoted. Their care needs are met and they learn about the importance of living a healthy lifestyle. Staff encourage children to try a variety of nutritional foods and talk to them about the benefits of eating well. Staff also ensure children take exercise daily. Children strengthen their physical skills as they ride around on different wheeled vehicles outside. Children generally behave well. They promptly respond to instructions and like to help their teachers. Children learn about their similarities and differences. Staff ensure tolerance and respect are promoted. Children display good levels of self-esteem.

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Outcomes for children require improvement

Overall, the progress children make is not yet good enough. Nevertheless, any children requiring additional support are identified and helped to begin to catch up. In the main, children acquire the basic skills they need for the move on to school. Children are confident and independent. They are developing skills in literacy. Children enjoy stories. They competently talk about what is happening in the pictures and sequence the events.

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Setting details

Unique reference number 205254 Local authority Worcestershire Inspection number 1089910 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 12 Number of children on roll 14 Name of registered person Cleeve Prior Pre-School Committee

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reference number

Date of previous inspection 30 January 2015 Telephone number 07979 322091

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reference number

Cleeve Prior Pre-School was registered in 1992. The pre-school employs two members of childcare staff. They both hold appropriate early years qualifications at level 3. The pre- school operates term time only. Sessions are available Monday to Friday from 9am until midday. The pre-school provides funded early education for two-, three- and four-year-old children. There are close links with the local primary school where the pre-school runs another registered provision for children due to start school.

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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

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

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