Vorda Pre School

Vorda Pre School British School Building, Brewery Street, Highworth, Swindon, Wiltshire, SN6 7AJ

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Inspection date

Previous inspection date 16 October 2017 6 November 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 Outstanding 1

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This provision is good

 The well-qualified and experienced manager continuously strives to identify and make further improvements. She reflects critically, and actively gathers the views of parents, children and staff to identify and target areas for development.  Staff provide exceptional support for children's emotional well-being. They very thoughtfully and sensitively manage children's moves within the pre-school and on to school. Children are extremely confident, settled and exceptionally well behaved.  The manager and staff build excellent relationships with parents, professionals and other settings that children attend. They give the utmost priority to making sure that they have all the information they need to provide individual care for each child.  Teaching is consistently good or better. Staff encourage children to think critically and solve problems. They support children's mathematical development especially well.

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This provision is good

 Assessment records are precise and show clear evidence of children's good achievements. Staff share these records regularly with parents, which in turn enables them to support their children's learning more effectively at home.

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It is not yet outstanding because:

 At times, it becomes noisy and boisterous in the three- and four-year-olds' room. This makes it difficult for children and staff to hear each other clearly, and less comfortable for children who want to play quietly.  Managers do not have a clear picture of precisely how well all groups of children, such as boys and girls, are progressing.

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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

 review the use of learning spaces to help ensure the needs of all children are met fully, including those who learn better outside and those who benefit from a quieter environment  monitor the progress of different groups of children, such as boys and girls, more precisely, to be able to target teaching to help all children consistently make the best possible progress.

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Inspection activities

 The inspector observed the quality of care and teaching during activities, indoors and outdoors, and assessed the impact on children's learning.  The inspector carried out a joint observation with the manager and discussed how she monitors and improves the quality of teaching.  The inspector held a meeting with the manager and two members of the committee.  The inspector spoke with several parents, staff and children, and took account of their views.  The inspector looked at a range of documentation, including children's records, evidence of staff suitability, development plans, and policies and procedures.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Staff are vigilant in looking out for children who may be at risk. They work closely with families and others, such as the children's centre staff, to help families overcome difficulties. The manager monitors staff practice effectively and identifies ways to develop their already strong teaching skills. For instance, she has arranged support from school Reception teachers to help staff develop their literacy teaching skills. Staff provide especially good support to children who receive additional funding. For example, staff have used funds effectively to enable children and parents to participate in trips to broaden their experiences and help form family friendships.

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Quality of teaching, learning and assessment is good

Staff listen attentively to children, who know their views are valued. For example, children keenly offer solutions as to how to form a circle, saying 'Use a magnet' and 'Get more children'. Younger children especially enjoy a variety of messy and sensory play. For example, they enthusiastically gather and explore the texture of leaves. Staff provide activities and resources that capture children's interest so children are fully absorbed in their play. For example, a large group of children play very cooperatively, rolling toy vehicles down guttering. They make a bridge together with their legs, and excitedly wonder whether big or small cars will roll furthest. Staff foster children's growing determination to try new things and to enjoy the experience of completing tasks successfully, such as writing their name.

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Personal development, behaviour and welfare are outstanding

Staff provide exceptional support for children's emotional well-being. They ensure one of the children's special members of staff is always present to reassure them. Staff are first- class role models, treating children with the utmost respect and kindness. They always explain to children why some behaviours are not appropriate so that they quickly learn what is expected. Children's behaviour is exemplary. They become highly independent and extremely self-assured. Children take great interest in the world around them. For example, they marvel at an unusually red sun and handle a tiny caterpillar with extreme gentleness. Regular visits, such as from the police and road safety officers, deepen children's understanding of how to keep safe.

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Outcomes for children are good

All children make good progress, including those who have special educational needs and those for whom the setting receives additional funding. They gain the skills they need for the next stage in their learning, including moving on to school. Children develop excellent social skills. They use their growing mathematical skills to solve problems, such as how many more pieces of apple to cut for all the children. Children listen attentively to stories and confidently discuss their ideas. They recognise, and some attempt to write, familiar words.

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Setting details

Unique reference number 109095 Local authority Swindon Inspection number 1070096 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 38 Number of children on roll 34 Name of registered person Vorda Pre-School Committee

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reference number

Date of previous inspection 6 November 2014 Telephone number 01793 763668

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reference number

Vorda Pre School registered in 1975. It operates from the British School Building in Highworth, Wiltshire. The pre-school is open five days a week during term times only. Sessions for two-year-olds are from 9.15am until 11.45am. Sessions for three- and four- year-olds are from 9.15am until 3.15pm. The pre-school receives funding to provide free early education for children aged two, three and four years. The pre-school employs eight members of staff who work directly with the children. The manager and deputy hold early years qualifications at level 4, five staff hold qualifications at level 3, and one member of staff is qualified to level 2. The pre-school also employs an administrator.

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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

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

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