Adventure Learning Pre- school

Adventure Learning Pre- school Gosling Road, Slough, Berkshire, SL3 7TP

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Inspection date

Previous inspection date 28 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

 Staff use the provider's robust policies, procedures and risk assessments to maintain children's health, safety and well-being.  The environment is welcoming and inclusive. Children have warm bonds with staff.  The provider is extremely keen and continually evaluates and reflects on staff practice. She is a strong leader and encourages her staff. Overall, staff have a secure understanding of targets for future improvement, and what needs to be done to promote even better outcomes for children.  Staff understand children's starting points. They plan well when children start at pre- school, and competently use new methods for monitoring the progress children make. All children make good progress in relation to their starting points.  Children settle well. They enjoy their time at pre-school. They understand the expectations of the day and behave very well. Children show each other respect, use kind language and caring manners when they speak with others.

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It is not yet outstanding because:

 Staff miss opportunities to extend the ways children learn about numbers and how they use and put mathematical language into context.  Staff do not consistently plan and organise the activities they lead to precisely focus on children's interests and needs, to more securely encourage their effective participation.

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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

 broaden the ways children develop their emerging understanding of numbers, shape and measure, to support their mathematical awareness further  enhance the organisation of group activities to more precisely focus on promoting all children's needs and interests.

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Inspection activities

 The inspector observed staff interactions with children indoors and outdoors.  The inspector completed a joint observation with the manager. They spoke about the aims for the activity and how staff plan for children's learning.  The inspector sampled the provider's documentation and children's records.  The inspector spoke with children, parents and staff at suitable times during the inspection.  The inspector met with the provider to discuss how staff evaluate the provision and update their skills and knowledge.

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Effectiveness of the leadership and management is good

The provider uses secure systems for recruitment and training of staff, to help ensure they are suitable for their roles. She competently leads her staff and is effective in offering ongoing support. Staff speak confidently about how they update their skills. For example, recent training has helped reinforce how to put into practice what they already know when supporting children with more specific needs. Staff are keen to suggest to their manager, new methods, such as using a range of tools and resources to guide them when encouraging children's developing language. Partnerships with others are well established, including working with professionals at other settings children attend. Safeguarding is effective. Staff have a good understanding of all child protection matters and how to protect children. Parents are positive about the pre-school staff, for instance, highlighting that children settle well, staff are supportive of children's language and take prompt

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Effectiveness of the leadership and management is good

action, when needed, to address emerging gaps in their development.

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Quality of teaching, learning and assessment is good

Overall, staff confidently plan for children's next stages of learning. They interact well and have a good understanding of children's individual needs. For example, staff join children's role play, such as when pretending to be builders. They encourage children to use toy bricks and tools, supporting children to share and play cooperatively together. Staff have a good understanding of new ways to track children, ensuring they have a clearer understanding of the progress children make. They also use these new methods to support them more effectively to plan for children's next steps in learning.

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Personal development, behaviour and welfare are good

Staff are good role models. They encourage children's respect for each other and provide sensitive reminders for kind language and the use of 'please' and 'thank you'. Staff help children to understand differences. For example, they invite older relatives to the setting for social events, and learn about various cultural celebrations relevant to children attending. Staff help children to understand safety rules. For instance, children are keen to watch when staff add hot water to the dough they make, but know to watch safely from the kitchen door. Children develop independence, such as when serving themselves at snack time and helping to tidy up their toys at the end of the day.

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Outcomes for children are good

Children are inquisitive and show interest when helping staff make moulding dough. They share and respectfully take turns during the activity. They hear words, such as 'sticky' which supports development of their speech. While most-able children understand concepts, such as 'rolling' and 'kneading' and can identify colour when adding food colouring, younger children are eager to explore with making marks in the dough. Older children are confident to talk about toy insects and describe what they know about them. All children are starting to learn rhymes that support their literacy and language development. Children show readiness for the next stages of learning.

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Setting details

Unique reference number EY489701 Local authority Slough Inspection number 1022082 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 3 Total number of places 28 Number of children on roll 14 Name of registered person Adventure Learning Childcare Limited

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reference number

Date of previous inspection Not applicable Telephone number 01753 546024

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reference number

Adventure Learning Pre-school registered in 2015. The pre-school operates from Langley Scout Group Hall, in Slough, Berkshire. The pre-school is open Monday to Friday, from 8.30am to 3pm, during term-time. There are three staff, who all hold recognised childcare qualifications. The pre-school receives funding for the provision of free early education for children aged two, 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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