Glitter Bugs Pre-School

Glitter Bugs Pre-School Redhouse Community Centre, Frankel Avenue, Swindon, SN25 2NJ

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Inspection date

Previous inspection date 7 November 2017 Not applicable

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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

 The manager supervises staff very effectively. Staff are motivated, develop their skills well and are confident to try out new ideas that benefit children.  Staff provide interesting and varied activities that children thoroughly enjoy. Staff encourage children to think creatively and find their own ways of doing things. Children are enthusiastic learners and make good progress in all areas of their development.  Overall, teaching is good and staff support children's social skills and speech especially well. Children learn to do things for themselves, make choices, play cooperatively with others and become confident speakers, including those learning English as an additional language.  Staff monitor children's progress accurately. They quickly identify those at risk of falling behind and make sure they receive the support they need to help them to catch up. For example, staff use sign language to help children who have difficulty communicating.

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This provision is good

 Staff work very closely with parents, so they know how well their children are doing and understand how they can support their children's learning at home.

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It is not yet outstanding because:

 Staff sometimes miss opportunities to use children's current fascinations to enhance their learning. For example, they do not consistently capture the interests of children who are reluctant to make marks or 'have a go' at writing.  Although staff use information well overall to plan for children's learning, some parts of the day, such as whole-group circle times, are not planned for as effectively.

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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

 support children fully and enhance their learning in their self-chosen activities, including their development of early writing skills  review the planning of whole-group circle times, to ensure activities are engaging and worthwhile for all the children who take part.

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Inspection activities

 The inspector observed and spoke with staff and children, during indoor and outdoor play activities, and daily routines.  The inspector jointly observed an activity with the manager and discussed how she monitors, and develops, the quality of teaching.  The inspector held a meeting with the manager.  The inspector looked at documentation, including samples of policies, children's records and evidence of staff suitability and qualifications.  The inspector spoke with several parents and took account of their views.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. Staff are well trained and alert to signs that children may be at risk of harm. They are very confident about what to do if they have concerns. Staff work in close partnership with outside agencies, including the local children's centre. This helps staff to provide good support to families in difficult circumstances and children who have specific needs. The management team reflects accurately on the provision. For example, it has identified a small difference between girls' and boys' progress in literacy. To encourage boys further, they have bought resources based on boys' interests.

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Quality of teaching, learning and assessment is good

Staff plan activities that challenge each child, including the most able. For example, when children are ready, staff help them to hear initial sounds in words and link these to the letters that represent them. This prepares children very well for starting to read. Staff develop children's mathematical understanding well. For example, children confidently count the boys and girls, and know which group has more children. Children use technology, for instance, staff help them to photograph models that they are proud of making. Staff involve parents fully in their children's learning. For example, all parents participate when staff ask them to collect autumnal objects with their children. Children use rich vocabularies as they recall walking in a forest or finding fir cones nibbled by squirrels.

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Personal development, behaviour and welfare are good

Staff know all the children exceptionally well. They work very closely with parents and other carers to make sure they have the same approach to issues, such as managing challenging behaviour, eating difficulties and toilet training. Staff are highly sensitive as they help children learn to manage difficult emotions, such as anxiety or frustration. They help children develop social and self-help skills effectively. Children become confident, independent and friendly individuals. Children are very active, enjoy healthy snacks and learn the importance of good hygiene. They are eager to try new experiences and proud to show how they can do things for themselves, such as peeling a satsuma or attempting to write their name. They learn to stay safe, for example, they recognise that rain makes the grass slippery, so they play with care.

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Outcomes for children are good

Children develop the skills they need to be ready for starting school. They are polite and friendly. They express their thoughts confidently while valuing the ideas of others, for example, as they discuss what a forest is. They persevere with difficult tasks and find new ways to do things. They develop the physical skills they need in preparation for writing, for instance, they thread beads and most enjoy making marks in different ways. They use their growing understanding of numbers, shapes and measurement in their play, for example, as they build and compare the heights of towers.

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Setting details

Unique reference number EY492857 Local authority Swindon Inspection number 1025135 Type of provision Sessional 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 35 Name of registered person Katie Sealey

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reference number

Date of previous inspection Not applicable Telephone number 07551903573

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reference number

Glitter Bugs Pre-School registered in 2006 and re-registered in 2015 due to a change of premises. It operates from a community centre in North Swindon. The pre-school operates from Monday to Friday during term time. It is open between 8.50am and 2.50pm. Children can attend for half or whole days. The pre-school receives funding to provide free early education for children aged two, three and four years. The pre-school employs five staff, four of whom have relevant childcare qualifications at level 3.

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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

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