Harvey Road Pre - School

Harvey Road Pre - School St Michael & All Angels Church, Rowlands Road Yardley, Birmingham, West Midlands, B26 1AT

p.1

Inspection date

Previous inspection date 21 September 2017 14 October 2014

p.1

3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

p.1

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

 Staff do not use planning, observation and assessment systems effectively. Children do not receive experiences that offer appropriate challenge and interest, or meet their individual needs and learning styles.  Current arrangements to ensure that the required progress check for children aged between two and three years is completed are not good enough.  Staff do not consistently plan group activities well enough to consider each child's needs, such as when caring for a mixed age group of children.  At times, staff do not identify and support some children to develop their speaking skills fully, such as those children who are quieter or less confident.

p.1

It has the following strengths

 Overall, children settle well and enjoy their time at the nursery. They build positive relationships with the staff and are developing friendships with each other.  Leaders and staff establish suitable partnerships with parents. Staff speak to parents daily and share some general information to support children's learning at home. Parents are very positive about the pre-school and talk about how happy their children are.  Children behave well. There are appropriate strategies in place to manage behaviour and to encourage children to be kind and to respect each other.

p.1

What the setting needs to do to improve further

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

p.2

Due Date

 improve and monitor the quality of assessment processes to ensure that all staff use regular observation and assessment of children's achievements to plan precisely for individual children's next steps in learning 02/11/2017

p.2

Due Date

 ensure the required progress check for children aged between two and three years is carried out, and provide parents with a short written summary of their child's development in the prime areas. 02/11/2017

p.2

Due Date

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

p.2

Due Date

 review the planning and organisation of group activities by taking into account the different ages and stages of development of the children taking part  focus more closely on identifying and supporting those children who are less vocal than others, to develop their speaking skills.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector spoke with staff and children during the inspection.  The inspector completed a joint observation with the manager.  The inspector held a meeting with the manager. She looked at relevant documentation and evidence of the suitability of staff working in the nursery.  The inspector spoke to a number of parents during the inspection and took account of their views.

p.2

Effectiveness of the leadership and management requires improvement

The manager does not monitor the quality of the assessment processes consistently. Staff do not complete required progress checks for all children aged between two and three years. This means that staff miss opportunities to quickly identify and address any gaps in children's learning. The manager reflects on the provision and has identified some of the pre-school's strengths and weaknesses. The manager and staff are well qualified and attend further training to develop their knowledge and skills. Safeguarding is effective. Staff implement appropriate policies to help keep children safe. They know what to do if they have a concern about a child in their care. Staff work well with other professionals involved in children's care to help establish continuity of care and learning.

p.3

Quality of teaching, learning and assessment requires improvement

Staff generally provide activities that support all areas of children's learning. However, they do not consistently observe, assess and plan for children's individual learning. Staff do not have a good enough understanding about what children already know and what they need to learn next. This means that children do not receive the support they need to make at least good progress. Despite this, staff use suitable teaching strategies to help enhance children's learning. For example, they encourage children to join in singing songs and rhymes. Children enjoy moving their bodies enthusiastically to action songs. Staff promote children's mathematical skills well. For example, they encourage children to count throughout the session. In addition, children learn about size and capacity; for instance, as they fill and empty containers in sand.

p.3

Personal development, behaviour and welfare require improvement

Staff do not consider ways to adapt group activities to meet the needs of the different age ranges of the children. For example, younger children focus for long periods on adult-led activities and become restless. Staff sometimes overlook opportunities to talk and engage with those children who are less confident and quiet, to develop their speaking skills. Staff help children learn how to lead healthy lifestyles. They teach children the importance of following good hygiene routines, eating healthy foods and taking part in exercise.

p.3

Outcomes for children require improvement

Children are gaining the basic skills to help prepare them for the next stage of their education, including the move on to school. They are developing appropriate literacy and mathematical skills. Children are beginning to recognise their names and early writing skills are emerging. For example, they enjoy making marks with chalks outside. Children are beginning to use size and number language in their play. They are keen to take responsibility for small tasks. For example, they help to tidy away toys and resources at the end of the session. However, due to weaknesses in observation, assessment and planning systems, not all children make the progress they are capable of.

p.3

Setting details

Unique reference number 229124 Local authority Birmingham Inspection number 1103285 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 30 Number of children on roll 55 Name of registered person Fun at Harvey Road Ltd

p.4

reference number

Date of previous inspection 14 October 2014 Telephone number 07976 165582

p.4

reference number

Harvey Road Pre-School registered in 1994. The setting is open to pre-school children each weekday, from 9am to 3pm, during school term time. The setting also provides wrap-around care, and care for children attending Yardley Primary School from 8am to 9am and from 3pm to 5.45pm. Funded early education is provided for two-, three- and four-year-old children. The pre-school employs 15 members of staff. Of these, 11 hold appropriate early years qualifications at level 3, one holds level 2 and one holds level 5.

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