Swan Pre-school

Swan Pre-school 219 St. Nicholas Avenue, Gosport, Hampshire, PO13 9RJ

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Inspection date

Previous inspection date 6 September 2017 9 December 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

 New children settle in to pre-school very quickly. Staff speak to parents to familiarise themselves with home care routines and gain a good understanding of children's interests. They are kind and caring, and children happily approach them for support.  Staff form strong links with teachers at the local schools and they communicate concerns they have about children's development. Staff talk to children about the move to school. Children are emotionally well prepared for the next steps in their learning.  The manager has a good relationship with her staff team and she actively seeks their opinion when she evaluates the setting. Staff are motivated to support the manager to implement change, such as when they suggest resources that children will enjoy.  Staff observe children on a daily basis and have a clear picture of what all children can do. They use this knowledge to set achievable next steps. The manager closely

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This provision is good

monitors children's development to check that staff are meeting the needs of individual children. All children make good progress in their learning.  Staff interact with children very well. They are patient and support children to develop their speech, such as when they demonstrate how to say difficult words. Staff are good role models and children are happy to copy them.

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It is not yet outstanding because:

 Staff occasionally miss opportunities to enrich children's experiences and support them to understand how they can experiment with textures.  At times, staff do not offer children the freedom to make choices about how they extend their own play.

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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

 provide children with more opportunities to experiment with different textures  offer children the freedom to make their own choices about how they extend their own play.

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Inspection activities

 The inspector observed teaching outdoors and indoors.  The inspector accessed learning records and discussed the progress of individual children.  The inspector carried out a joint observation with the manager, and they evaluated the strengths and weaknesses of the activity.  The inspector spoke to a number of parents about their experiences at the pre-school.  The inspector talked to all staff about their knowledge of safeguarding and the procedures they follow to keep children safe.

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Effectiveness of the leadership and management is good

The manager is enthusiastic about moving the setting forward and making positive improvements. She asks others to evaluate the provision, such as her Early Years Adviser, and makes changes based on feedback she receives. Staff form good links with other agencies that work with children, such as speech and language therapists and social workers. They discuss strategies they can use to support children. The manager regularly meets with staff to discuss work performance and how they can improve their knowledge and skills. She works with the registered provider to offer staff suitable training opportunities. For instance, a staff member learned how to engage young children further in mathematics, she shared information on the training with colleagues. Safeguarding is effective. The manager has an extensive knowledge of safeguarding. She checks staff's understanding of changes to local authority safeguarding guidance, such as when she

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Quality of teaching, learning and assessment is good

Staff support children of all ages to learn about shapes. For instance, very young children cut a range of shapes out of playdough. Older children identify shapes and group them together, and they use mathematical language as they compare sizes. Staff are careful to make sure that planning incorporates the needs of all children. Activities are stimulating and enjoyable. For example, children sitting in a circle wriggle with excitement as they anticipate waking up the pre-school baby doll. They pass the baby around the group and sing along to their favourite songs. Children are eager to contribute as they take turns telling the baby their names. Staff engage very well with parents, such as when they talk to them about children's achievements. Parents are positive about staff and the welcoming environment they create for children.

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Personal development, behaviour and welfare are good

Children confidently share their opinions and they particularly enjoy snack times when they sit with their friends. Children are caring towards others, such as when they divide the playdough to make sure there's enough for everyone. Those children that have attended the setting for some time approach new children and offer to share their toys. Children learn about different areas of the world. For instance, they discuss relatives that work abroad and talk about places they visit on holiday. Staff support children to be physically healthy. For example, they offer parents advice about food that is healthy and nutritious, to improve the quality of lunchboxes.

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Outcomes for children are good

Children are creative and they attribute meaning to the colourful pictures they draw. They develop an interest in books and talk about what they see on the pages. Children really enjoy socialising and working with others, such as when they build towers. They take part in role play and relate it to experiences in the home, for instance, cooking and helping to change their baby doll's nappies. Children that the setting is in receipt of additional funding for, achieve well and make similar progress to their friends.

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Setting details

Unique reference number 110011 Local authority Hampshire Inspection number 1070108 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 18 Number of children on roll 11 Name of registered person Naval Under Fives (Eastern Area) Committee

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reference number

Date of previous inspection 9 December 2014 Telephone number 07825 842721

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reference number

Swan Pre-school registered in 1985 and has been in the current premises since 2001. It is situated in Rowner, Gosport and is one of the childcare services operated by the Naval Under-Fives organisation. The pre-school receives funding for the provision of free early years education for children age two, three and four years. The pre-school is open on Monday to Friday from 9am to 3pm, during term time only. There are currently three staff members working with the children, including the manager. All staff hold appropriate qualifications in childcare and early years education 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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