Tatworth Pre School

Tatworth Pre School Memorial Hall, Kents Lane, Tatworth, Somerset, TA20 2QW

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Inspection date

Previous inspection date 8 June 2017 19 March 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

 The manager works very closely in partnership with agencies to safeguard children. She uses her training highly effectively to benchmark concerns, record information confidentially and follow rigorous procedures.  The leadership team uses good arrangements to monitor staff's performance and develop their teaching skills. For example, recent 'superhero in play' training has helped staff redirect children's play and encourage their safety during action-orientated play.  Staff assess children's progress efficiently, identifying their next steps in learning effectively. Children make good progress from their starting points.  The key-person system works well. Children form strong bonds with familiar adults, who meet their care needs effectively. Children play well together, take turns and share resources well, developing good social skills.  Parents are actively involved in their children's learning and receive good information

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This provision is good

about their children's achievements, which is an improvement since the last inspection.

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It is not yet outstanding because:

 Staff do not always plan group activities effectively, in particular, to support children with their early reading and writing more.  At times, staff do not encourage children fully to think critically and share their ideas, as they are too quick to solve problems or answer questions for the children.

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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

 review the planning of group activities to provide age-appropriate opportunities to support children's early reading and writing skills  provide children with more time to respond to questions, solve problems and develop their thinking skills.

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Inspection activities

 The inspector observed staff's interactions and discussed children's learning as children played inside and outside.  The inspector completed a joint observation with the manager.  The inspector spoke with the manager, staff, parents and children at convenient times during the inspection.  The inspector sampled documentation, including the setting's policies and procedures, children's assessment records and the setting's self-evaluation.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The manager and staff have a good understanding of their responsibilities to report any concerns about a child. There are effective recruitment and induction arrangements to ensure the suitability of staff. Staff engage well in training, research and professional meetings to improve their skills. Leaders and managers evaluate the provision effectively and have a good understanding of how to improve outcomes for children. The manager monitors the consistency and accuracy of assessment records well and tracks children's progress efficiently. There are effective partnerships with professionals, agencies and other early years settings to maintain a consistent approach to children's care, learning and development.

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Quality of teaching, learning and assessment is good

Staff take time to get to know the children, for example, gaining valuable information from parents when children first start, to support the planning process. This is particularly evident in the specific support given to children who have special educational needs and/or disabilities. There is a good balance of experiences across the areas of learning. Children listen well and move in different ways as they respond to instructions, such as 'slithering like a snake'. Staff support children well to gain good communication and language skills. For example, they encourage children to use their 'wands' to repeat magic words when reading a story.

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Personal development, behaviour and welfare are good

Children happily enter a warm and inviting setting, which has a good range of resources to meet their needs and interests. Children are helpful and negotiate their play well. For example, they take turns to draw around each other's feet and compare size. They show concern for each other and praise each other's achievements. Staff are respectful of children's play. For example, they ensure that children are able to return to their chosen activities after daily routines, such as 'wake and shake' time, which are enthusiastically completed. Children follow good hygienic practices, such as 'catching a cough' and washing hands after they have blown their nose.

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Outcomes for children are good

Children develop effective skills to prepare them well for their next stage in learning and eventual move to school. Children show good coordination and persevere in tasks. For example, they use battery-operated screwdrivers well, demonstrating a good understanding of how things work. Children gain good independence, for example, pouring their own drinks and getting ready for wet weather outdoor play. Children investigate well. For example, they use varied tools, such as pipettes and scoops, to transfer water, using a range of movements.

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Setting details

Unique reference number 142960 Local authority Somerset Inspection number 1089649 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 24 Number of children on roll 50 Name of registered person Tatworth Pre-School Committee

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reference number

Date of previous inspection 19 March 2015 Telephone number 01460 220797

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reference number

Tatworth Pre School registered in 2010. It operates from purpose-built accommodation in Tatworth, Somerset. It opens five days a week from 8.45am until 3pm, during school term time. The setting receives funding for the provision of free early education for two-, three- and four-year-old children. The voluntary committee employs a manager, who holds an early years qualification at level 3. She is supported by six members of staff. Of these, one holds early years professional status and four hold early years qualifications at level 3.

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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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