Sticky Fingers and Oasties

Sticky Fingers and Oasties Lower High Street, Wadhurst, East Sussex, TN5 6AX

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Inspection date

Previous inspection date 20 July 2017 9 June 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

 The manager and staff effectively monitor children's progress and closely track their development. This helps them to highlight any gaps promptly and provide children with individual support to help them catch up and make good progress in their learning.  Staff establish positive partnerships with other early years professionals. They help to provide children with a good, consistent approach to their shared care and learning, such as regularly sharing children's achievements.  Staff build good relationships with children. This helps them to settle confidently and happily into play, and develop positive levels of well-being and self-esteem.  Children have good opportunities to develop their early writing skills. For example, older children confidently write their names.  There are good opportunities for children to explore and investigate the natural world. For example, they are keen to carry out daily nature and bug hunts.

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This provision is good

 Staff effectively support children of all ages to develop their communication skills. For example, they ask challenging questions and use simple signing.

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It is not yet outstanding because:

 Staff miss some opportunities to extend children's level of understanding and respect for other people's similarities and differences in the wider world.  Staff do not make the most out of building on opportunities to develop children's physical skills in consistently challenging ways.

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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

 extend opportunities to develop children's understanding and respect for other people's similarities and differences in the world around them even further  increase challenges for children's developing physical abilities.

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Inspection activities

 The inspector observed staff interactions with children.  The inspector viewed the indoor and outdoor environments.  The inspector looked at written documentation, including a sample of policies and procedures, risk assessments and staff training records.  The inspector spoke to children, parents and staff, and took their views into consideration.  The inspector carried out a joint observation with the manager.

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Effectiveness of the leadership and management is good

The manager closely monitors the consistency of the good quality of care and teaching. For example, she invites other settings in to observe her staff interact with children and observe their current practice. She uses the feedback to support the pre-school's action plans. This helps ensure that children remain engaged in their learning. The manager and staff effectively review their practice. For instance, they reflect on the day's events and implement new activity ideas each week, where they evaluate the impact they have on children's learning. The manager and staff are keen to keep up to date with new ideas and build on their skills and knowledge even further. Staff attend regular training, for example, they learned how to develop children's mathematical skills, such as introducing large weighing scales for the outdoor 'builders' role play. Safeguarding is effective. All staff have a good knowledge of the safeguarding procedures to follow and know who to contact to

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Effectiveness of the leadership and management is good

help keep children safe and protect their welfare, including carrying out thorough risk assessments.

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Quality of teaching, learning and assessment is good

Staff help prepare children for the move to school and support them to understand what is expected of them, such as children independently learning how to dress themselves. Staff establish positive relationships with parents and share children's next steps in learning, such as sharing books that they are reading at the pre-school with home. This helps provide children with a positive level of consistency to their care and learning experiences. Staff skilfully build on children's interests. For example, when children excitedly enjoy a story about going to space, they go on to bring their story to life as they use colanders as space helmets and sit in cardboard-box rockets and blast off to visit the moon.

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Personal development, behaviour and welfare are good

Staff are positive role models. Children learn to be polite and behave well, for example, they happily follow the rules and boundaries. Older children learn to compromise and take turns. For instance, they independently use timers to help them recognise when it is someone else's turn on a resource. Children develop a good understanding of the importance of healthy eating. For instance, they are keen to carry out regular activities, such as picking strawberries and making nutritious smoothies.

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Outcomes for children are good

All children, including those who have special educational needs and/or disabilities, make good progress in relation to their starting points. Children gain good skills to support their future learning and help prepare them well for school. For example, they are keen to develop their early mathematical skills, such as when they confidently count during their play. Children participate in activities that require good levels of maturity. They learn to manage risks safely, for instance, as they carry out pond-dipping activities.

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Setting details

Unique reference number EY271308 Local authority East Sussex Inspection number 1068673 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 32 Number of children on roll 67 Name of registered person Uplands Community Technology College

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reference number

Date of previous inspection 9 June 2014 Telephone number 01892 786 585

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reference number

Sticky Fingers and Oasties registered in 2004. It is located in Uplands Community Technology College in Wadhurst, East Sussex. The pre-school is open Monday to Friday from 7.30am until 6pm, all year round. The provider receives funding to provide free early education for children aged two, three and four years. The pre-school employs 12 members of staff, five of whom hold a relevant early years qualification at level 3 and one member of staff has early years professional status.

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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

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