Herne Farm Preschool

Herne Farm Preschool The Leisure Centre, Herne Farm, Petersfield, Hampshire, GU31 4PJ

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Inspection date

Previous inspection date 6 November 2017 20 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

 Staff offer children good support to develop their physical skills, such as when they teach them to express themselves through dance. Children have great fun as they stretch their arms and move their bodies to the rhythm of the music. Staff are good role models and they take an active part in leading dance routines.  The manager has developed precise systems of assessment and effectively oversees children's individual learning. She is quick to talk to staff about any gaps in children's knowledge. They plan an exciting range of activities and help all children make very good progress from the time they start at the setting.  The manager and her experienced staff team work well together. She offers staff a voice, such as when she asks for their opinion about improvements she can make. They discuss changes that will have the most positive impact on children in their key groups.  Staff build secure partnerships with parents. The parents praise staff and the positive

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This provision is good

impact they have had on their children's development. Staff offer help when families most need it and they share ideas about how parents can work with children at home.

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It is not yet outstanding because:

 Staff do not fully consider how to engage all children during group time. Some children are unable to focus for longer periods and distract others.  Sometimes staff do not encourage children to explore the wide range of resources on offer, particularly in the creative area to fully extend their ideas and projects.

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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

 monitor group times so that they are an appropriate length of time for all children involved  encourage children to explore the full range of resources available to them to enhance their creative play.

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Inspection activities

 The inspector observed interactions between staff and children indoors and outdoors.  The inspector spoke to parents about the support staff offer families and how they help new children settle.  The inspector reviewed safeguarding policies and talked to staff about the procedures they follow to protect children from harm.  The inspector carried out a joint observation with the manager. They spoke about the activity and evaluated the impact on the children who took part.  The inspector tracked a number of children. She accessed learning records and talked to staff about the progress the children have made.

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Effectiveness of the leadership and management is good

The manager is passionate about making sure that all children are supported to reach their full potential. She works well with her staff team to offer children access to a good- quality provision. The manager continually reflects on her practice and supports staff to strengthen their skills. For example, she observes them and makes recommendations about how to raise the quality of teaching to a high standard. Safeguarding is effective. The manager regularly checks that staff have a secure knowledge of safeguarding. Staff are confident about the procedures to follow to report concerns about children in a timely fashion. The registered provider and the manager communicate well. They work together to regularly update safeguarding policies and to reflect changes in local authority guidance. The manager works with staff to identify suitable training opportunities. For instance, they evaluated that some children struggled to grasp simple mathematical

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Effectiveness of the leadership and management is good

concepts. A member of staff learned how to teach different aspects of mathematics to young children and shared this knowledge with colleagues. Staff now skilfully support children to use size and number language during play.

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Quality of teaching, learning and assessment is good

Staff give children the opportunity to develop their use of descriptive language. For example, young children touch new and interesting textures and describe what they feel. Older children use magnifying glasses as they describe what they see in the nature basket. They look for bugs and talk about living creatures. Staff have developed the use of technology across the setting and children really enjoy exploring what makes everyday items work. Staff support children to develop their writing skills. For instance, they demonstrate how to form recognisable letters. Staff share observations of learning with parents on a regular basis. Parents are able to talk to children about their daily achievements and comment on their progress.

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Personal development, behaviour and welfare are good

Staff teach children how to risk assess, such as when they talk about the appropriate time to cross the road. They work well with other professionals to support children's development. For instance, staff seek advice about how to use positive strategies to support good behaviour. They reinforce the rules of the setting so that children have a clear understanding of boundaries. Children display very good behaviour. They are kind and are happy to share with each other. Staff encourage children to develop good spatial awareness, such as when they play enjoyable games and move 'fast' and then 'slow'.

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Outcomes for children are good

Children are excited to talk about familiar events, such as Guy Fawkes night. They identify the colours and shapes of their favourite fireworks. Children develop a sense of personal responsibility. For instance, they collaborate with each other to tidy up and put away toy boxes. Well-targeted support means children in receipt of additional funding achieve well. All children are confident and are well prepared for school and the next steps in their learning.

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Setting details

Unique reference number 109855 Local authority Hampshire Inspection number 1089051 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 26 Number of children on roll 24 Name of registered person Herne Farm Preschool Committee

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reference number

Date of previous inspection 20 April 2015 Telephone number 07563770108

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reference number

Herne Farm Preschool opened in 1979 and registered in 2000. The pre-school is open term time only on Mondays, Wednesdays and Fridays between 9am and 1pm and on Tuesdays and Thursdays between 9am and midday. The pre-school receives funding for the provision of free early education for two-, three- and four-year-old children. Six members of staff work with the children. Of these, the manager holds a qualification at level 6, one member of staff holds a qualification at level 5, three members of staff have a relevant level 3 qualification and one member of staff is qualified to level 2.

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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

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

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