Barn Owl Pre-School

Barn Owl Pre-School Haydon Wick Primary School, The Brow, Swindon, SN25 1HT

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Inspection date

Previous inspection date 30 October 2017 16 April 2015

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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

 Children are happy, confident and settled. They enjoy positive relationships with the staff, who are caring and show genuine interest in each child as an individual.  The ambitious manager is committed to ensuring that children receive good-quality care and education. She works well with the staff team to evaluate the strengths and weaknesses of the pre-school. She is continuously looking to improve the practice and sets relevant targets for ongoing improvements.  Partnerships with parents are strong. Staff keep parents fully informed in their children's learning. For example, they share next steps with them and provide activity ideas to promote learning at home.  Staff help children to recognise and celebrate their good work, such as through 'proud clouds'. These help to boost children's confidence and self-esteem.  The managers and staff monitor children's learning and development effectively. This

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This provision is good

enables them to swiftly highlight any gaps in their learning and provide individual support to help children quickly catch up and make good progress.

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It is not yet outstanding because:

 During some daily routines, staff do not consistently make the best use of time, which means that, at times, children spend too long waiting and become restless.  Children who prefer to learn outdoors do not benefit from a wide range of opportunities to develop their early reading skills, to reinforce their understanding of written words.

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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 changes in the daily routine to make the most of opportunities to support children's learning, so they can remain engaged and interested  extend opportunities for children to develop their early reading skills, particularly to support those who prefer to learn outdoors.

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Inspection activities

 The inspector observed the quality of teaching during activities and evaluated how this supports 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 a sample of relevant documentation and evidence of the suitability of staff working in the nursery.  The inspector spoke to parents at the beginning of the inspection and took account of their views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The manager and staff have a strong understanding of how to protect and safeguard children. They are confident in knowing what to do if they have concerns about a child's welfare. The manager undertakes regular supervision meetings with staff, which helps to monitor and improve the quality of their teaching, and establishes further professional development opportunities. Staff attend regular training, such as in supporting children's creativity, and have developed the mark-making area. Children learn how to stay safe and staff are vigilant. For example, children have an active role in helping to check any potential risks to minimise hazards, using a checklist and their safety mascot 'safety Ted'.

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Quality of teaching, learning and assessment is good

Staff provide a stimulating and challenging environment that supports children's interests and extends their learning well. Staff skilfully develop children's mathematical development. For example, they encourage children to race toy cars down drainpipes and measure how far they go. Staff talk to the children about what they are doing. They skilfully ask questions to build on what children already know. This develops children's communication and language development well, as they learn to think for themselves.

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Personal development, behaviour and welfare are good

Children develop a strong sense of belonging. Staff greet them warmly on arrival and make them feel valued and very welcome. Children who are new and settling in receive lots of reassurance by staff to support them to feel secure. Children engage in physical activities well. For example, they practise balancing on logs and tyres, and staff are close by to support them if they need help. Staff build on children's independence well. For instance, they encourage children to tidy up and get themselves dressed to go outside. Staff have established strong links with the local nurseries and schools that children attend or move on to. They speak to staff at other settings and share information about children's care and learning. This leads to good continuity of care and helps children settle easily during times of change.

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Outcomes for children are good

All children, including those who are learning English as an additional language, make good progress in their learning. Children gain skills to support the next stage in their learning. For example, they confidently recognise and find their name cards at mealtimes. Children are keen to learn and try new experiences. For instance, children are excited as they investigate and explore the inside of pumpkins. Children show good social skills when playing with others. They learn to listen, share and take turns as they work collaboratively together.

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Setting details

Unique reference number EY413337 Local authority Swindon Inspection number 1094433 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 3 - 4 Total number of places 24 Number of children on roll 45 Name of registered person Christine Webb and Debbie Waldron Partnership

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reference number

Date of previous inspection 16 April 2015 Telephone number 01793 791 903

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reference number

Barn Owl Pre-School registered in 2010. It is situated within Haydon Wick Primary School, in Swindon, Wiltshire. The pre-school opens weekdays from 9am until 3.10pm, during term time only. The pre-school employs seven members of staff, including an administrator. Of these, three hold an early years qualification at level 3, and one member of staff holds an early years qualification at level 4. The pre-school is in receipt of funding for the provision of free early education for children aged three and four years.

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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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