Longworth Pre-School

Longworth Pre-School Longworth School, Longworth, Abingdon, Oxfordshire, OX13 5EU

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Inspection date

Previous inspection date 27 November 2017 19 November 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

 The experienced and well-qualified manager effectively monitors the quality of provision. She seeks the views of all users of the pre-school and other professionals to inform the improvements she makes. She closely reviews the progress of individual and groups of children to ensure there is support for any gaps in children's learning.  The management team works closely with the primary school on site. It shares information and resources effectively and staff benefit from training opportunities. The close links help prepare children very well for starting school.  Children thoroughly enjoy their time at this welcoming pre-school. The consistent and caring staff help children build strong relationships. Children become confident, independent and eager learners.  The manager regularly checks that staff accurately assess children's development. Staff use the information to plan interesting activities that help every child make good

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This provision is good

progress. They particularly support children's speech and social development well.  Staff build excellent partnerships with parents. They keep them very well informed of their children's progress and encourage them to share information from home.

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It is not yet outstanding because:

 Staff sometimes miss opportunities when children, especially the younger ones, are initiating their own play to support and enhance their learning fully.  Although staff use information well overall to plan for children's learning, they do not plan whole-group activities as effectively to meet the needs of all those taking part.

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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 staff in continuing to develop their teaching skills, particularly for two-year-old children, to extend children's learning to a higher standard  review and improve the planning of whole-group times, to ensure that activities are engaging and appropriately challenging for all the children who take part.

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Inspection activities

 The inspector observed staff interacting with children during activities inside and in the outside play area. She spoke with staff and children at appropriate times.  The inspector held discussions with members of the management team, including how they evaluate the quality of the provision.  The inspector undertook a joint observation of an activity with the manager. They discussed how she supervises the quality of teaching.  The inspector sampled documents used by the pre-school, including evidence of staff suitability, children's records, policies and procedures.  The inspector spoke with, and read comments from, several parents and took account of their views.

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Effectiveness of the leadership and management is good

The manager monitors staff practice effectively. She observes staff and gives constructive feedback on the quality of teaching. She encourages her staff to take lead roles and develop and share their skills. Staff make good use of training, advice and their own research to improve the provision. Safeguarding is effective. All staff receive training, the managers at an advanced level, so all are confident in how to recognise, record and report concerns. The committee understands and fulfils its responsibilities, and the manager works closely with other agencies to help protect children from harm. Staff make families feel welcome and supported, including in their children's learning at home.

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Quality of teaching, learning and assessment is good

Staff provide many interesting things for children to do. Children enjoy and are absorbed in their play. For example, children are busy, finding tools to 'mend' the playhouse, exploring dinosaur footprints in flour and discovering the different sounds they can make with musical instruments. The younger children enjoy using all their senses to explore 'messy' resources, such as sand, water and mud. Staff have interesting conversations with the older children, extending their vocabulary, and they help support younger children's speech when they are talking about what they are doing. Staff encourage children to be imaginative, such as describing the 'dinosaur with a pear' that they have made from blocks. Children are keen to use technology. For example, they photograph models they have made, and photocopy the list of children staying for lunch to take to the school kitchen. Staff meet with Reception teachers and use the same early literacy programme to

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Quality of teaching, learning and assessment is good

help prepare children well for starting to read.

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Personal development, behaviour and welfare are good

Staff get to know children, their families and circumstances extremely well. This enables them to help children settle quickly and feel secure. Parents comment warmly on the helpful and sensitive support that staff provide. Staff concentrate on helping children gain good social skills. Children learn to play cooperatively, such as helping to wrap tinsel around the Christmas tree. Staff acknowledge young children's occasional age-appropriate feelings of anger and frustration, and help them find ways to manage these and resolve minor conflicts amicably. Even the youngest children share favourite toys and are kind and polite to others. Children choose to spend long periods outside, which greatly benefits their health, development and well-being.

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Outcomes for children are good

Children often share activities with Reception children. They become familiar with routines and staff at the school and this helps them successfully move on with minimal upset. Children of all ages are eager to explore their environment and develop their own ideas. They like doing things themselves, such as putting on coats and clearing away dirty plates. Children develop their mathematical understanding well, for example, they fill water containers, sort coloured balls and compare the heights of brick towers.

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Setting details

Unique reference number 133723 Local authority Oxfordshire Inspection number 1070263 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 38 Number of children on roll 21 Name of registered person Longworth Pre School Committee

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reference number

Date of previous inspection 19 November 2014 Telephone number 01865820179

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reference number

Longworth Pre-School registered in 1997. It operates from premises in the grounds of Longworth Primary School, which is situated between Abingdon and Witney, in Oxfordshire. The pre-school is part of a foundation stage partnership unit and has close links to the host school. The pre-school is open during term times only from 9am to 3pm. The pre-school receives funding to provide free early education for children aged two, three and four years. The pre-school employs five staff, all of whom hold relevant qualifications at level 3 or above, including the manager who holds a degree.

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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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