The Woodland Pre-school

The Woodland Pre-school Enderby Methodist Church, Cross Street, Enderby, Leicestershire, LE19 4NJ

p.1

Inspection date

Previous inspection date 23 October 2017 13 January 2014

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

 Children are happy and secure. They are confident at sharing their views. For example, young children tell the staff what they would like to do next.  The management team seeks the views of all children, parents and staff. For example, they evaluate up-to-date feedback data and research, to help identify areas of improving the provision.  Children are highly motivated to learn. They have good opportunities to develop their physical skills and learn about healthy lifestyles.  Children who have special educational needs and/or disabilities and those who speak English as an additional language are supported well. Caring staff use a range of helpful strategies and develop meaningful partnerships with a range of professionals.  Children are happy in the pre-school. There is a good two-way flow of information with other providers to support children's care and learning. Staff provide sensitive support

p.1

This provision is good

for those children who need extra help.  Children behave well. They know what is expected of them, follow the rules of the pre- school and play well together. Children of various backgrounds learn about diversity and other cultures, such as through planned activities.

p.1

It is not yet outstanding because:

 Monitoring and evaluation does not focus on how staff can help children make more rapid progress in their learning and development.  Staff do not obtain detailed information from parents about their children's abilities and skills when they first start to attend.

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

 monitor and evaluate the quality of teaching more precisely to identify ways of providing children with consistently outstanding learning experiences  obtain more detailed information from parents about their children's abilities and skills on entry to pre-school, to inform initial assessments and promote their rapid progress from the outset.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact on children's learning.  The inspector held a meeting with the managers. She looked at relevant documentation, such as policies and evidence of the suitability of staff working in the setting.  The inspector spoke to a selection of parents and carers during the inspection and took account of their views.  The inspector sampled children's development information and records. She held discussions with the managers, children and staff.  The inspector carried out a joint observation with the managers.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The managers and staff understand their roles and responsibilities to keep children safe. Recruitment and induction procedures are effective in checking staff's initial and ongoing suitability. Staff benefit from regular support. The managers provide them with opportunities to discuss any concerns they may have, and to identify future training needs to improve practice. Effective risk assessments support staff well to provide a safe environment. The managers and staff work very well as a team. They closely monitor children's individual achievements and their ongoing progress. The managers monitor different groups of children and identifies areas for development. She helps staff to implement additional support to help all children achieve the best possible outcomes. Parents are kept informed about their children's day through various methods. They speak with staff, receive newsletters and attend meetings at the

p.3

Effectiveness of the leadership and management is good

pre-school. Parents are very happy with the service provided.

p.3

Quality of teaching, learning and assessment is good

The well qualified and experienced staff incorporate mathematical concepts throughout the session. They encourage children to learn about size and capacity. For example, children fill and empty containers as they play with the water. Counting is promoted as children count how many objects they are threading onto their laces. Children's communication skills are promoted effectively. Staff speak clearly and develop extended conversations with children. They purposefully engage with children down at their level. This helps to focus children's attention and supports their concentration. Children are developing key skills in literacy. For example, they can identify the letters in their name and enjoy listening to stories. Children enjoy playing with the bubbles outdoors. They chase them round, catch them and pop them, laughing as they play.

p.3

Personal development, behaviour and welfare are good

A strong key-person system helps children to settle quickly. The well-planned outdoor area offers children lots of scope to practise their physical skills with growing confidence, and a good awareness of how to play safely. Staff provide toy tools and children pretend to be builders as they make repairs. Children follow good hygiene routines and learn about the benefits of healthy eating and exercise. They enjoy taking responsibility for small tasks. For example, they tidy away toys at the end of the session. Staff work in partnership with parents to make sure that the food children bring in their packed lunches is well balanced and nutritious.

p.3

Outcomes for children are good

Children make good progress in all areas of their learning and development. They become confident, independent learners. Children concentrate and listen attentively to staff during adult-led activities. They are developing good imaginative skills. Children develop the skills they need for their future learning and the eventual move on to school.

p.3

Setting details

Unique reference number EY463645 Local authority Leicestershire Inspection number 1102524 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 4 Total number of places 24 Number of children on roll 24 Name of registered person The Woodland Pre-school

p.4

reference number

Date of previous inspection 13 January 2014 Telephone number 07763740791

p.4

reference number

The Woodland Pre-school registered in 2013. The pre-school employs four members of childcare staff. Of these, one holds a qualification at level 5 and three hold qualifications at level 3. The pre-school opens Monday to Friday, term time only. Sessions are from 8.30am until 3.30pm. The pre-school provides funded early education for two-, three- and four- year-old children.

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