Camel Pre-School

Camel Pre-School Stockham CP School, Stockham Way, Wantage, Oxfordshire, OX12 9HL

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Inspection date

Previous inspection date 18 November 2017 8 September 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

 Staff manage children's behaviour well. Children learn to follow instructions, share, take turns and play harmoniously together. Their behaviour is good.  Staff support children well through the move from pre-school to school. They form strong links with the local school, and ensure children are emotionally well prepared for their next stage of learning.  Children benefit from a nurturing environment and a strong key-person system. They form secure attachments with staff and are confident to ask for help.  Staff work well with parents and keep them fully informed about their children's learning and development. Parents speak highly of the staff team and the service they receive.  Children have good opportunities to learn about the local community and wider world. For example, children visit a home for the elderly and are taught about different cultures and countries. This helps support the good progress they make.

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This provision is good

 The manager has a good understanding of how children develop. She uses this knowledge to effectively plan exciting learning experiences for all children.

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It is not yet outstanding because:

 Staff do not fully extend children's learning of good self-help skills. For instance, by encouraging them to put on their own coat.  On occasions, staff miss opportunities to teach children good hygiene practices, such as reminding them to wash their hands before they eat their snack.

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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

 develop children's self-help skills by allowing them to do things for themselves  consistently support children's understanding of good hygiene practices.

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Inspection activities

 The inspector sampled a range of documentation, including children's records, and policies and procedures.  The inspector had a tour of the premises and looked at the available resources inside and outside.  The inspector spoke to the manager, staff, parents and children at appropriate times during the inspection.  The inspector observed staff's interactions with the children, inside each room and outside.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The manager and staff know how to identify if children may be at risk of harm and where to report concerns about children's welfare. The manager has good systems to support staff in their professional development. For example, staff have recently attended mathematics training, which has had a positive impact on how staff deliver mathematics, particularly to the boys. The manager evaluates practice continuously. She gathers information from parents and staff to identify what is working well, and how improvements can be made to the pre-school. For example, she has been making improvements to how they teach children about technology and has also purchased new equipment to support this area .This is having a positive impact on the children's understanding of technology and of how things work.

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Quality of teaching, learning and assessment is good

Staff have high expectations of children, and they plan interesting activities. This helps all children, including those who receive additional funding, to make good progress from their starting points. Staff gather information about children's capabilities when they start, and they use this information to plan appropriate activities for them. Staff effectively monitor children's development. For instance, through accurate observations and assessments of their learning. Staff use this effective monitoring to address any gaps in children's learning, to meet the needs of each individual child, including those with additional educational needs. Children develop good eye-hand coordination and know how to keep themselves safe. For instance, they are reminded about how to hold the scissors carefully when cutting out Children in Need teddies.

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Personal development, behaviour and welfare are good

Children have a strong sense of belonging and are emotionally secure. They are happy, settled and enter the pre-school confidently, benefiting from staff who are enthusiastic and welcoming on arrival. Children have good opportunities to play outside, be physically active, and develop good coordination and control. For example, children run and climb as they search for hidden teddies in the school field. This supports their physical development. Children enjoy trying foods from around the world.

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Outcomes for children are good

Children are confident, happy and play well with their friends. They are self-motivated and enjoy their time at the pre-school. Children are keen to explore and investigate, and they make informed choices about their play. For example, they choose where, what and who they play with. Children develop good imaginative skills and become deeply involved in their play. For instance, children excitedly play with and share the toy castle and animals, successfully working out which animals can stand up and which cannot.

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Setting details

Unique reference number EY335445 Local authority Oxfordshire Inspection number 1070786 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 30 Number of children on roll 114 Name of registered person Camel Pre-School Committee

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reference number

Date of previous inspection 8 September 2014 Telephone number 07880 757668

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reference number

The Camel Pre-School opened in 1969. It operates from its own building in the grounds of Stockham County Primary School, Wantage, Oxfordshire. The pre-school is open Monday to Friday during term time, between 8am and 6pm. A breakfast club is run between 8am and 9am, and an after-school club between 3pm and 6pm. The committee employs 12 members of staff, nine of whom, including the manager, hold appropriate early years qualifications.

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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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