The Hermitage Pre-School

The Hermitage Pre-School The Hermitage, Wilford Road, Ruddington, Nottinghamshire, NG11 6EL

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Inspection date

Previous inspection date 11 December 2017 11 December 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

 Practitioners provide a warm and nurturing environment and help children form strong emotional bonds. They treat all children as individuals with their own unique interest, and help to promote their independence in all areas of their development. Children form a secure attachment to their key person and settle very quickly.  The new manager reviews the provision well as part of her leadership role. Clear future plans show how improvements are aimed at supporting children's outcomes. The management committee works closely with all practitioners to provide a safe, welcoming and well-organised learning environment.  Practitioners are good role models. They teach children to use good manners and to treat one another with respect. Children behave well.  The management committee and manager follow rigorous recruitment, mentoring, supervision and appraisal processes to support the ongoing suitability of practitioners.

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This provision is good

 Parents are very complimentary about the pre-school and its practitioners. They appreciate their flexibility and the very good care that practitioners offer their children.

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It is not yet outstanding because:

 At times, planned whole-group activities are too adult led, which occasionally leads to younger children becoming distracted.  Although partnership with parents is good overall, practitioners do not gather detailed information from parents when children first start at the pre-school about their existing skills and abilities.

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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

 review the planning of large-group activities so that younger children are supported to engage well, extend their own thoughts and ideas and learn as much as possible  gather more detailed information from parents when children first start at the pre- school about their existing skills and abilities, to support learning and development from the outset.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector spoke with practitioners and children during the inspection.  The inspector completed a joint observation with the pre-school manager.  The inspector held a meeting with the pre-school manager and chair of the committee. She looked at relevant documentation and evidence of the suitability of practitioners working in the pre-school.  The inspector spoke to a number of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The management committee and all practitioners are clear about the signs that would raise concerns about a child's welfare and know how to refer these to the relevant agencies. A good risk assessment process is used to help minimise harm towards children and to help them to develop an early understanding of how to keep themselves safe. Practitioners keep children safe and ensure that the premises are secure. For example, they monitor children, parents and carers carefully as they enter and leave the sessions. The manager works with practitioners to identify suitable training opportunities to enhance their teaching skills and knowledge of the early years. All areas of the setting are very well organised. The manager monitors children's progress effectively to identify any patterns or gaps in learning and address these.

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Quality of teaching, learning and assessment is good

Practitioners have a good understanding of how children learn through play. They use the observations and assessments that they complete to keep children motivated and engaged overall. Practitioners help children to become curious and inquisitive learners. They encourage children to learn how to keep themselves clean as they talk with them as they bath the dolls. This also helps to develop children's speech as they talk about their bath time at home. Practitioners routinely and skilfully support children's communication, including those who are learning English as an additional language. For example, children are encouraged to talk about what they have painted or made with the play dough. Children are motivated to explore and investigate. Practitioners provide a good range of learning activities that reflects children's interests well.

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Personal development, behaviour and welfare are good

Children move confidently about the play space and freely choose activities and resources that follow their own interests. Practitioners encourage children to eat a healthy diet and children help to prepare a range of nutritious snacks. Practitioners support children to adopt good hygiene habits to minimise the spread of germs. They help children to develop their physical skills, such as moving their bodies in different ways. For example, they slither across the floor like a snake. Practitioners provide a wide range of opportunities to help children learn about people and communities beyond their own experiences. They help children to explore the world around them and their immediate community. For example, they visit the surrounding areas and local church, to help them learn about different cultures and festivals.

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Outcomes for children are good

Children make good progress from their starting points. They are gaining the necessary skills for their future learning and their eventual move on to school. Children are learning to recognise their own name in print as they register themselves when they arrive. This helps them to build early literacy skills. Children demonstrate good levels of concentration during activities that interest them. Children show they are proud of their efforts and respond positively to the praise they receive.

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Setting details

Unique reference number 253414 Local authority Nottinghamshire Inspection number 1103317 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 32 Name of registered person The Hermitage Pre-School Committee

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reference number

Date of previous inspection 11 December 2014 Telephone number 07923487030 am only

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reference number

The Hermitage Pre-School registered in 1967 and is managed by a parent committee. The pre-school employs six childcare practitioners. Of these, five hold appropriate early years qualifications at level 3. The pre-school opens Monday to Friday, during school term time. Sessions are from 8am until 4pm. The pre-school provides funded early education for two- , three- and four-year-old children.

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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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