Longthwaite Road Pre- School

Longthwaite Road Pre- School Wigton Infant School, Longthwaite Road, WIGTON, Cumbria, CA7 9JR

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Inspection date

Previous inspection date 19 September 2017 30 April 2014

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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3

Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Not all staff receive full induction upon starting at the pre-school, to ensure that they are aware of their role and responsibilities and the expectations of their practice.  Monitoring of staff teaching is limited. Procedures to observe and assess staff teaching in order to support and improve practice are not widely implemented. As a result, teaching is variable across the staff team. Some children do not make good enough progress in their learning and development.  Monitoring of children's progress is not implemented consistently. It does not yet provide the manager with a detailed account of the progress individual children make over time, neither does it include different groups of children.  Although the manager demonstrates she is aware of the areas to improve, these have not been prioritised and addressed, and therefore not yet having a positive impact on the outcomes for children.

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It has the following strengths

 Staff promote a shared approach to children's learning and value working in partnership with parents and other professionals. Parents receive regular information about their children's learning and are encouraged to share what they know about their children's development at home. Staff prepare progress information to be shared with the schools children move on to.  Children behave well. They follow instructions from staff and understand the expectations, such as putting toys away at the end of the session.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 ensure that all staff receive induction training to help them understand their roles and responsibilities 17/10/2017

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Due Date

 implement systems for the monitoring of staff practice to help raise the quality of teaching to a consistently higher level 17/10/2017

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Due Date

 develop a consistent method for monitoring all children's progress and use this to gain an accurate understanding of the progress made by individual and groups of children. 17/10/2017

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Due Date

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

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Due Date

 make better use of the information gained through self-evaluation to prioritise action plans aimed at improving the quality of the provision more effectively.

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Inspection activities

 The inspector observed the quality of teaching during play indoors and outdoors and assessed the impact this has on children's learning.  The inspector carried out a joint observation with the pre-school manager.  The inspector spoke to members of staff and children at appropriate times during the inspection and held a meeting with the manager of the pre-school.  The inspector took account of the views of parents spoken to on the day of the inspection and the feedback from questionnaires, and other written comments.  The inspector looked at children's records, evidence of the suitability of staff and a range of other documentation. The inspector discussed the nursery's planning, policies and procedures, and self-evaluation processes.

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Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are effective. The manager and staff have a firm understanding of safeguarding issues. Staff are well versed in the procedures to follow in the event of a concern regarding a child's welfare. The premises are safe, secure and subject to regular risk assessment. The manager is committed to her role and is aware of areas in need of improvement. However, the lack of action means these areas are yet to be addressed. Furthermore, recommendations from the last inspection have not been fully implemented. Staff receive ongoing support from the manager, however, not all staff have received full induction. Monitoring across the pre-school is limited. The manager struggles to find time to carry out performance management or to monitor the progress made by children and groups of children. There is support in place for children who have special educational needs and/or disabilities as staff work closely with parents and other relevant

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Effectiveness of the leadership and management requires improvement

professionals to ensure children's needs are well known and met.

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Quality of teaching, learning and assessment requires improvement

The quality of teaching is variable due to a lack of rigorous performance management. Some staff lack confidence and are less vocal when interacting with children. However, some staff support children's learning well and use children's own ideas and interests to provide a good level of challenge. For example, staff use children's interest in spiders to encourage them to draw and count, supporting their small-muscle movements and mathematical skills. Outdoors children enjoy building a den. They recognise that they need to work as team to fit the poles together and are supported well by staff who offers lots of praise and encouragement. All staff join in well with children's play, sharing their experiences. Staff regularly observe children during play and plan activities using identified next steps in learning.

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Personal development, behaviour and welfare are good

Children are confident, settled and demonstrate positive attachments with key-persons, giving lots of cuddles as they say 'hello' and 'goodbye'. They enjoy outdoor play every day and follow hygiene routines throughout the day. This helps to foster their knowledge of healthy lifestyles and promote their physical well-being. Children confidently take risks and show an awareness of safety as they manoeuvre over the large play equipment outdoors. They enjoy finding different ways to dismount, by either jumping or swinging around the pole. Children gain a sound understanding of the wider world. They enjoy decorating their own Faberge eggs as they learn about Russian culture.

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Outcomes for children require improvement

Not all children make good enough progress. However, children are independent and develop the basic skills and attributes for the move on to school. They listen for a length of time and learn to play as part of a group. Children make marks in a variety of ways and develop an interest in books as they enjoy time in the large, well equipped book corner. Children understand instructions and some begin to communicate confidently.

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Setting details

Unique reference number EY424572 Local authority Cumbria Inspection number 1102306 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 26 Number of children on roll 34 Name of registered person Longthwaite Road Pre School Ltd

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reference number

Date of previous inspection 30 April 2014 Telephone number 07801 153 992

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reference number

Longthwaite Road Pre-School registered in 2011. The pre-school employs five members of staff, all of whom hold relevant qualifications. The pre-school is open from Monday to Friday from 8.45am until 3pm, term time only. The pre-school provides early education for two-, three-, and four-year-old children.

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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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