Gladstone Park Pre-school

Gladstone Park Pre-school St Barnabas Centre, Taverners Road, Peterborough, PE1 2JR

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Inspection date

Previous inspection date 18 October 2017 9 January 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 Good 2

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This provision is good

 An effective key-person system means that staff get to know children and their families well. Children form close relationships with staff and enjoy their company. They confidently seek out staff with their wants and needs and enjoy helping staff in tasks, such as preparing the snack table.  Staff know the children well and demonstrate a good knowledge of their individual personalities. They plan interesting activities that motivate and engage children and promote all aspects of learning.  Parents are consistently involved in their children's learning. They attend many special events at the pre-school and accompany staff and children on trips. Parents are provided with resources, such as books and numeracy activity packs to help support learning at home.  The manager leads and manages the setting well. There is a dedicated and motivated staff team with an ongoing commitment to raising standards and ensuring children

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This provision is good

benefit from a consistently evolving setting.

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It is not yet outstanding because:

 The most able children are not always effectively challenged to use their thinking skills to make predictions. Furthermore, staff are sometimes too quick to give answers to the questions they do ask.

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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

 provide sufficient time for children to respond to questions and develop their thinking skills.

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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 to staff and children during the inspection.  The inspector completed a joint observation with the pre-school manager.  The inspector held a meeting with the pre-school manager. She looked at relevant documentation and evidence of the suitability of staff working in the setting.  The inspector spoke to a parent during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff demonstrate a very good understanding of how to recognise signs and symptoms of abuse. They are clear on the procedures to follow should they have concerns about children in their care. Recruitment of staff is robust and ongoing suitability is regularly checked. Staff feel supported in their professional development. They know that their views are valued and used to evaluate the services they provide. Staff's practice is regularly monitored to ensure teaching is consistently good. Training opportunities help meet the needs of the setting and benefit children's experiences. For example, staff attended training on further promoting mathematics in all play areas. This is now having a positive effect on learning and assessment.

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Quality of teaching, learning and assessment is good

Children benefit from a good level of support demonstrated by all staff. They consistently talk to children during activities to support their communication. They provide good, targeted support for children who speak English as an additional language. Children use their imaginations well. Inspired by a child's birthday they make birthday cakes with candles from dough. Sensory opportunities are plentiful. Children enjoy smelling, cutting and mixing fruit with mud and water in the mud kitchen. In water play they fully enjoy tipping and pouring bubbly water in and out of various bottles. Children's achievements are closely observed and assessed. Their progress is consistently shared with parents. Good links with the local school promote effective partnership working and help to support children as they move on from the pre-school.

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Personal development, behaviour and welfare are good

Children arrive confidently. They separate from their parents with ease and are ready to explore and learn. Play spaces are organised well to support all areas of learning and children choose resources independently. Staff develop a strong appreciation for children's backgrounds, which helps them to support and promote children's well-being to a good standard. Children spend time in the community. They visit a local mosque which helps them to learn about other religions and faiths. Through gentle reminders children learn to share resources and play cooperatively with their friends. They understand the rules and routines of the pre-school and follow them well, including independently taking care of their own self-care needs. Outdoor play areas are used positively to support learning and children have daily opportunities to be physically active.

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Outcomes for children are good

All children, including those for whom the pre-school receives additional funding, are making good progress from their starting points. Children develop a range of key skills needed for their move to school. Older children show good concentration on their chosen activities and during group times. They listen, follow simple instructions and eagerly join in with routines, such as counting the number of children present at circle time. Children confidently recognise their name and hear and say the initial letter sounds in words.

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Setting details

Unique reference number EY467484 Local authority Peterborough Inspection number 1102673 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 30 Number of children on roll 36 Name of registered person Pakistan Community Association of Peterborough Committee

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reference number

Date of previous inspection 9 January 2014 Telephone number 01733 552716

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reference number

Gladstone Park Pre-school registered in 2013. The pre-school employs six members of childcare staff. Of these, five hold appropriate early years qualifications from level 2 to 6. The pre-school opens from Monday to Friday term time only. Sessions are from 8.35am until 3.05pm. The pre-school provides funded 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

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

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