Ivybridge Pre School

Ivybridge Pre School The Erme Primary School, Station Road, IVYBRIDGE, Devon, PL21 0AJ

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Inspection date

Previous inspection date 7 September 2017 28 January 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 and are keen to learn. They are very eager to attend and enthusiastically join in games. They accurately know whose turn it is next and count well. Children are well prepared for starting school. Older children in the wrap- around care play well with younger children and say that 'everyone gets on well'.  Children settle quickly because of the warm welcome from the staff. Staff understand and know each individual and their family well. They make sure that parents give useful information about their children's development when they start.  Staff give parents accurate reports about their children's progress and give good suggestions of how to support learning and language development at home. Staff work well with a range of other professionals to support children's individual learning needs.  Staff question children very well and sensitively so that children can explain their

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This provision is good

understanding and use their thinking and reasoning skills well. Staff provide a good range of high-quality resources for all aspects of development.  Managers make sure that staff continue to develop and improve their teaching skills, particularly in supporting children's communication. Managers work well with the staff team to evaluate the provision accurately and continue to improve it.

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It is not yet outstanding because:

 Staff do not always challenge all children as much as possible during some planned activities.  The established routines sometimes restrict children's opportunities to explore for themselves and develop independence.

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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

 ensure that adult-led activities are fully effective so that all children are sufficiently challenged at all times  improve routines to give children even more opportunities to play, explore and develop their independence.

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Inspection activities

 The inspector observed teaching and learning in the pre-school and the school hall, and assessed the impact on children's learning.  The inspector conducted a joint observation with the owner and talked to staff.  The inspector had discussions with the owner and manager when it was convenient.  The inspector spoke to children and parents and took their views into account.  The inspector sampled documents outlining policies and procedures.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Staff are up to date with safeguarding matters and legislation. They know what action to take should they have a concern about a child's welfare. There is a good relationship with the school and staff take children to use the hall every day for physical activity. Managers assess risks well to improve the facilities and resources, for example, by replacing the outdoor surface to create a safer environment. They have effectively addressed the recommendations from the previous inspection. All staff now have a consistent appraisal system. They are well qualified and give parents specific guidance to continue to support their children's learning at home. The manager monitors the development of groups of children to make sure that there are no gaps in learning.

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Quality of teaching, learning and assessment is good

Staff have a good knowledge of children's development. They assess children accurately when they start and regularly each term. Staff follow children's interests well and introduce new knowledge and ideas. For example, they help younger children explore whether toy animals will fit into different spaces and how much pasta is in different cups. Staff plan activities that ensure children develop a good range of listening and physical skills. For example, children follow instructions to roar and stamp like dinosaurs and make circles with ribbon sticks. Children make comparisons well, describing a wooden stick as 'like a breadstick' and ribbons as 'like a lasso'. Staff provide a good range of interesting resources that supports children to develop their imaginations. For example, children say how 'terribly hungry' dinosaurs are when pretending to feed them. Children use their language and thinking skills well. For example, staff give a series of clues and children

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Quality of teaching, learning and assessment is good

excitedly work out which animal they are describing.

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Personal development, behaviour and welfare are good

Children play well together and invite each other to join in their games. For example, discussing how to care for the dolls in the role-play area or exactly which animals to include in the zoo they are building. Staff are good role models. They have high expectations of children's behaviour and build positive relationships with the children. Children talk to staff and their friends happily, for example, when sitting together for a snack and lunch. Children feel valued. They understand how exercise makes their heart beat faster and healthy food helps them grow. They investigate how toys work, such as when using keys and operating simple mechanical toys.

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Outcomes for children are good

Older children are confident and inquisitive and can apply their knowledge and understanding well. They compare snails and tadpoles, for example, explaining that snails do not change like tadpoles, 'they just grow bigger'. They can identify shades of colour and recall all the words of familiar songs. Those who have special educational needs and/or disabilities make good progress, gaining confidence. Those eligible for additional funding catch up quickly. Younger children quickly learn to explore for themselves. They can identify parts of their body and move in time to music.

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Setting details

Unique reference number EY452048 Local authority Devon Inspection number 1062949 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 2 - 8 Total number of places 20 Number of children on roll 51 Name of registered person Nicola Moyses

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reference number

Date of previous inspection 28 January 2013 Telephone number 07787977504

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reference number

Ivybridge Pre School registered in 2011. It is in a designated classroom within The Erme Primary School in Ivybridge. It opens between 7.30am and 6pm each weekday, during term time only. The setting also provides before-and after-school care. The pre-school is in receipt of funding for the provision of free early education for two-, three- and four- year-olds. There are seven members of staff, one of whom has a relevant childcare qualification at level 5 and five 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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Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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