Barby Pre-School

Barby Pre-School The Village Hall, Kilsby Road, Barby, Rugby, Warwickshire, CV23 8TT

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Inspection date

Previous inspection date 30 June 2017 3 June 2013

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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

 All children make good progress from their starting points and are ready for their eventual move on to school. Staff provide a variety of stimulating and challenging activities that children explore with confidence.  Staff help children gain a good knowledge of their local community in many ways. For example, children enjoy visits to local places of interest, such as parks, and members of the local community visit the children and talk to them about their roles.  Children are confident and learn how to behave well. For example, children remind each other of high expectations, such as, 'You have to share because it's nice.' Staff nurture children and value their efforts and achievements. They encourage children to be friendly, kind and considerate to each other.  The management team works well to evaluate the pre-school and make improvements that positively affect children's outcomes. For example, they have improved

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This provision is good

opportunities for children to gain physical skills, such as peddling and balancing.

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It is not yet outstanding because:

 Staff do not consistently recognise opportunities to extend children's counting skills and problem solving.  Staff do not fully engage parents in establishing what their children know and can do when they first start attending, to help them gain a comprehensive knowledge of children from the beginning.

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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

 help staff recognise and make better use of opportunities to develop children's mathematical and problem-solving skills further  encourage parents to share more detailed information about what their children already know and can do when they first start attending

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Inspection activities

 The inspector observed children's play and staff interactions with children, viewed the toys, resources and equipment, looked at children's records and discussed how staff assess children's progress.  The inspector held discussions with the chairperson of the management committee, managers, staff and children.  The inspector took account of the views of parents and carers spoken to on the day.  The inspector completed a joint observation with the manager.  The inspector checked evidence of safeguarding practices, staff recruitment, staff training and professional development, and the self-evaluation process.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Staff demonstrate a good knowledge about the signs that would give them child protection concerns. They know the procedures to follow should such concerns arise. The leadership team uses its secure understanding of safe recruitment procedures effectively. For example, they have followed procedures well to inform Ofsted about changes to the leadership team. The manager supports staff to develop their practice, such as through regular supervision and training. For example, staff use knowledge gained in training to further support two-year-old children's exploration and learning. The manager checks the progress of children to help ensure gaps in their learning close. Overall, partnerships with parents are good. The manger seeks the views of parents, children and the local authority adviser to better target improvements. For example, they have improved the information provided to parents on children's

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Effectiveness of the leadership and management is good

development, such as around children's next steps in learning.

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Quality of teaching, learning and assessment is good

Staff use their ongoing observations and assessments of children to provide opportunities for children to achieve the next steps in their learning. They get down to the children's level and join in their play experiences. They help children talk about what they see and do. For example, children talk about the different marks they make in the sand. Children benefit from many opportunities to create and be imaginative. For example, children make paper ice creams using a variety of materials and then pretend to sell them. Staff are skilled at helping children to develop their early literacy skills. For example, children learn to read and write their names in many different situations, such as on their artwork, on the ground outside and on labels.

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Personal development, behaviour and welfare are good

Staff support children's emotional well-being effectively. They use their good links with the schools that children go on to attend, to support the transition process. They teach children to follow healthy lifestyles. For example, children enjoy the energetic gym sessions and they learn about foods that are healthy. Children explore diversity in different ways. For example, staff help children value each other's differences, including their home languages and cultural celebrations. Children are happy and settled.

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Outcomes for children are good

Children readily engage in conversation and express themselves confidently. Children who speak English as an additional language learn to speak English with effective support. Children learn pencil control and some are able to write their names. They count and recognise some shapes. Children develop good personal hygiene skills as they learn how to care for themselves, such as washing their hands before lunch. They are well prepared for the move on to school.

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Setting details

Unique reference number 219877 Local authority Northamptonshire Inspection number 1063716 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 25 Number of children on roll 30 Name of registered person Barby Pre-School Committee

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reference number

Date of previous inspection 3 June 2013 Telephone number 07789428463

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reference number

Barby Pre-School registered in 1992. The pre-school operates from the village hall which is situated in the centre of the village of Barby in Rugby, Warwickshire. The setting is open each weekday during term time, from 9am to 3pm. The pre-school employs five members of staff, all of whom hold appropriate early years qualifications at level 3 or above.

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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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