Thornford Pre-School

Thornford Pre-School Village Hall, Pound Road, Thornford, Sherborne, Dorset, DT9 6QB

p.1

Inspection date

Previous inspection date 6 September 2017 9 November 2016

p.1

This inspection: Good 2

Previous inspection: Requires Improvement

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Since their last inspection, the committee and manager have carried out a full review of their provision. They now keep Ofsted informed of all changes to the committee. They have a strong commitment to maintain and build on good outcomes for children, through continuous improvement, staff development and constant reflection.  Staff set up the environment effectively every day to enable children to make choices and decide where they prefer to learn. For example, older children used cookery books in their role play indoors and younger children referred to books about tools outside.  Children are independent learners. Staff reinforce how children have succeeded in a task and help them recognise how their perseverance helped. Children are willing to try new skills and have confidence in their own abilities.  The strong partnerships with parents ensure staff share important information that enables them to meet children's individual care and learning needs. They seek good

p.1

This provision is good

information on children's starting points and interests to plan effectively as soon as children attend. All children make good progress in their learning and development.  Children have positive relationships with one another and learn to manage their feelings effectively. Parents comment positively on children's strong attachments to staff, evident in children's eagerness to see them after their summer break.

p.1

It is not yet outstanding because:

 Staff do not consistently help children to think of different ways to solve problems to extend their critical thinking further.  Staff miss opportunities to support older children in linking sounds and letters.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 help children to think of solutions and solve problems for themselves  support older children in linking sounds and letters to develop their literacy skills further.

p.2

Inspection activities

 The inspector observed activities and the quality of teaching indoors and outdoors.  The inspector spoke with staff, children and parents during the inspection.  The inspector held a meeting with the chair of the committee and the manager, and carried out a joint observation.  The inspector checked safeguarding information and the safety of the premises.  The inspector sampled documentation, including policies and procedures, children's development records and planning.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The manager and staff have a good understanding of what to do if a child is at risk of harm. They carry out thorough risk assessments to keep children safe. The manager works directly with the staff and children, providing a strong role model. She has improved the way in which she observes the quality of teaching, which has meant a better focus on staff developing their practice. For example, they use successful ways to support children in managing their behaviour effectively. Staff are now eager to gain higher qualifications. The manager monitors children's overall development well. She identifies where individuals or groups of children may need additional support to help them catch up. The manager has developed good ways to involve parents more in their children's learning. For example, they invited parents in to hear what their children are most proud of while at pre-school. They are now looking at developing the use of

p.3

Quality of teaching, learning and assessment is good

Staff make ongoing observations as children play. They use these well to move children's learning on and plan their next stages of development. Staff provide good support for children's mathematical development. For example, they helped young children to work out which sized vehicle would fit on a ramp. Older children placed numerals in order from one to 10 and recognised shapes successfully. Staff ensure all children have opportunities to talk in a group and listen well to each other. They provide good support to help young children focus and concentrate on what they are saying, for instance, by helping them to keep eye contact. Staff successfully help children think about what they want to do and what they will need. For instance, children found sticks, mats and material to build a den.

p.3

Personal development, behaviour and welfare are good

Children settle quickly on arrival, happily part from their parents and carers, and are eager to start exploring the activities available. Children have a good understanding of the staff expectations and the daily routines. Staff sensitively encourage the children to help those new to the setting to know what to do and they are soon eager to join in. Staff provide good role models and encourage children's participation in activities at their own level. They encourage children effectively in being independent. For example, children helped set the table for snack time and served themselves. Staff used the opportunity well to help children work out how many cups and plates they needed. Staff follow good procedures to protect children's health and help them to develop a good understanding of safe and healthy practices.

p.3

Outcomes for children are good

Children have positive attitudes to learning and develop good skills that prepare them well for school. They become confident communicators and listen well when appropriate. Children praise each other and feel good about their own achievements. Children have good opportunities for making marks and develop early writing skills, such as putting their name on their pictures. Older children manage their self-care independently and all children enjoy having age-appropriate responsibilities.

p.3

Setting details

Unique reference number 153444 Local authority Dorset Inspection number 1078274 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 - 5 Total number of places 20 Number of children on roll 10 Name of registered person Thornford Playgroup Committee

p.4

reference number

Date of previous inspection 9 November 2016 Telephone number 07934 109 548

p.4

reference number

Thornford Pre-School registered in 1992. It operates from the village hall in Thornford near Sherborne, Dorset. The pre-school is open during term time only, on Monday to Friday from 8.30am until 2pm. It receives funding to provide free early education for children aged two, three and four years. There are four members of staff. Of these, two staff hold an early years qualification at level 3 and one member of staff holds a qualification at level 2.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

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

p.5