Derwent Valley Pre-School

Derwent Valley Pre-School The Village Hall, Main Street, Hutton Buscel, Scarborough, North Yorkshire, YO13 9LR

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Inspection date

Previous inspection date 13 July 2017 25 March 2014

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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

 Staff are skilled at enhancing children's learning through their play. They know all of the children's individual learning goals and use this information to shape activities. Children make good progress and are consistently stimulated and eager to learn.  Children have developed secure bonds with their key person and other staff. They benefit from staff's kind, caring and nurturing approach. This has a positive impact on children's emotional well-being and they show respect for themselves and each other.  Staff prepare the indoor and outdoor environments exceptionally well. Children have independent access to a range of exciting and interesting resources which develops their imaginations, curiosity and concentration.  The manager has developed strong partnerships with parents and other settings children attend, including school. Staff share information about children's care and learning to promote continuity and inclusion.

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This provision is good

 The manager and staff team show commitment and dedication to providing good standards of learning and well-being for children. They show genuine care for the children and work tirelessly to support families in every way possible.

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It is not yet outstanding because:

 Staff do not fully use key opportunities to consistently support children's growing understanding of how to keep themselves healthy and safe.  The manager does not evaluate the impact of staff's teaching to highlight areas for professional development which benefit children, such as language skills.

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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 children to develop their existing understanding of how to be safe and the importance of living a healthy lifestyle  enhance the ways to reflect on the impact of staff's teaching on children and use this information to access further training.

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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 to the children and staff throughout the inspection.  The inspector completed a joint observation with the nursery manager.  The inspector held a meeting with the nursery manager. She looked at relevant documentation, such as children's learning folders and evidence of the suitability of staff working in the nursery.  The inspector spoke to a small group of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The manager effectively monitors the progress children make across all areas of learning and uses this information to highlight areas that need more focus. For example, she has worked with the staff team to promote children's mathematical skills, which has had a positive impact on their progress. The manager identifies gaps in children's learning swiftly and makes relevant referrals to other professionals, including health visitors. The team has attended training to help them think about questioning techniques with children and to develop their understanding of how a child's brain develops. Safeguarding is effective. The manager works in partnership with the local authority to implement child protection procedures. Staff are confident to identify signs of abuse and know how to report concerns about children's welfare or inappropriate practice.

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Quality of teaching, learning and assessment is good

Teaching is consistently good. Staff use precise observation and assessment information to promote children's individual learning goals throughout each activity. For example, young children enjoy the sensory aspect of glue, pine cones and different modelling resources. Staff help them to develop their physical and language skills, they talk to them about how it feels and help them to use the different tools. They challenge older children to talk about their creations and make links to important people at home. For example, children accurately use particular resources to represent their parent's features. Staff help all children develop early reading and mathematical skills. Children are eager to sit together to share a story and a song before lunch and join in enthusiastically. They develop a love for books and sing number sequence songs in preparation for starting school. Parents are really pleased with the progress their children make and feel their

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Quality of teaching, learning and assessment is good

children enjoy the staff's effective approach to learning through play.

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Personal development, behaviour and welfare are good

Staff consistently use an effective amount of praise for children's efforts and have high expectations for positive behaviour. Children benefit from clear boundaries and respond quickly when staff gently remind them of these. For example, outdoors, staff remind children about the correct way to use the slide and supervise their physical play. Overall, children learn how to manage appropriate risks in the safe environment and thoroughly enjoy exploring the water area. Staff encourage children to have high levels of independence and manage their own personal needs. For example, children use knives to butter their crackers for snack and pour water from the jugs. Staff regularly take children into the community and join in with celebrations.

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Outcomes for children are good

Children make good progress in relation to their starting points, including those who are not working in the stages typically expected for their age. The manager has used funding effectively to invest in games which help promote children's social skills and confidence. This has helped them to make good progress in all areas of their development. Older children show readiness for school and have confidence in their own abilities.

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Setting details

Unique reference number 400288 Local authority North Yorkshire Inspection number 1087821 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 - 5 Total number of places 24 Number of children on roll 25 Name of registered person Derwent Valley Pre-School Committee

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reference number

Date of previous inspection 25 March 2014 Telephone number 07961 955 956

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reference number

Derwent Valley Pre-School registered in 1992. It is situated in the village hall in the village of Hutton Buscel, North Yorkshire. The setting is managed by a voluntary committee. The setting currently employs three members of staff, who have childcare qualifications at level 3 and 2. The setting is open term time only. Sessions are Monday, Tuesday and Thursday from 9am to 4pm and Friday from 9am to 1pm. The setting provides funded early education for two-, three- and four-year-old children. They receive early years pupil premium funding.

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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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