Pilton Pre-School

Pilton Pre-School Methodist Chapel Rooms, Top Street, Pilton, Somerset, BA4 4DH

p.1

Inspection date

Previous inspection date 12 January 2018 3 December 2014

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Staff follow children's lead well. They facilitate children's ideas and help children guide much of their learning themselves. They use accurate observations and assessments, to build on what children already know and help them make good progress.  Children are well cared for by the friendly and attentive staff. They recognise the uniqueness of each child. They take the time to get to know them and spend good quality time supporting them in their activities. Children build strong relationships with staff. They are settled and happy, and grow in confidence.  The managers ensure that training and targeted support are used to improve outcomes for children, particularly those who require additional help. For example, training has helped staff to give greater support to develop children's speech.  Children behave well. They respond well to the staff's gentle reminders about the boundaries that are in place for safety and behaviour, and learn to share and take turns

p.1

This provision is good

with their friends. This includes children whose needs or circumstances require particularly perceptive intervention and additional support.

p.1

It is not yet outstanding because:

 Occasionally there are missed opportunities to engage the younger children in adult-led routines and activities.  The managers could do more to encourage highly qualified staff members to share their skills with new or inexperienced staff, to support high-quality teaching throughout the pre-school.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 adapt adult-led routines and activities to encourage younger children's involvement further  encourage more experienced staff to share good teaching practice, to raise the quality of teaching further.

p.2

Inspection activities

 The inspector observed activities in the main playrooms, the outside learning environment and conducted a joint observation with the manager.  The inspector held a meeting with the managers and the chairperson of the committee of the provision. She spoke to staff and children throughout the inspection when appropriate.  The inspector looked at children's assessment and planning documentation, the setting's risk assessment and safety records.  The inspector checked evidence of the suitability and qualifications of staff working within the setting, the provider's evidence of self-evaluation and a range of other documentation.  The inspector took account of the views of parents spoken to on the day.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. Staff are vigilant about children's safety and they understand the procedures to follow if they are concerned about a child's welfare. The joint managers' vetting and induction procedures for staff and committee members are thorough. Their ongoing supervision and appraisals of staff enable individual learning needs to be targeted and achieved. They scrutinise assessments of individual children's progress to identify any gaps in learning and implement targeted programmes of support. The managers work with staff and key members of the pre-school committee to identify ways to develop the pre-school further. The managers attend local meetings with other providers to keep up to date with good practice and recent changes to legislation. Staff liaise effectively with parents, external agencies and other providers so that they work well together to ensure that all children get the support they need.

p.3

Quality of teaching, learning and assessment is good

Younger and older children enjoy expressing themselves through imaginative play. Staff ask probing questions to encourage children's communication, planning and deeper thinking during their exploration. Children test out their ideas. They explore the different sizes of spoons and utensils, working out which one will fit in the jug. They use descriptive words, such as 'slimy' and 'squelchy' as they experiment mixing grass into the soft mud. Staff take time to follow children's lead and encourage them to solve problems. For example, children create a den in the main room spontaneously. They find resources and work out how to attach the large clips to secure materials and make an enclosure.

p.3

Personal development, behaviour and welfare are good

Many aspects of children's learning are self-initiated due to the freedom for children to choose resources for their play. Staff are attentive and focus closely on what children are involved in, adapting the environment and resources accordingly. Children thrive on this attention and their sense of well-being and self-confidence develop really well. Staff support children's healthy lifestyles and physical development in inspiring ways. For example, they offer stimulating resources and activities to help children develop an interest in nature and an understanding of the world around them. Children have immense fun outside, creating dragons and monsters out of fir tree branches. They mix a 'witch's stew' mud potion, acting out stories that staff read to them.

p.3

Outcomes for children are good

Children gain the skills they will need for their move on to school. For instance, they gain independence skills and a sense of responsibility. They tidy away the toys eagerly at the end of the session. They discuss and follow safety procedures, such as the safe use of large tubes and branches as they construct and create. Younger children develop an interest in books and listen eagerly to stories read to them. Older children create intricate drawings and show their knowledge as they talk about features, such as the shark's fin and teeth. Children who have special educational needs (SEN) and/or disabilities, and two- year-olds in receipt of funding, make good progress and any gaps in their development are closing.

p.3

Setting details

Unique reference number 142986 Local authority Somerset Inspection number 1070340 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 20 Number of children on roll 31 Name of registered person Pilton Pre-School Committee

p.4

reference number

Date of previous inspection 3 December 2014 Telephone number 01749 899 147

p.4

reference number

Pilton Pre-School registered in 1992, but it has been in operation since 1966. The pre- school employs six members of childcare staff. Of these, five hold appropriate early years qualifications ranging from level 3 to level 6, including one with qualified teacher status. The pre-school opens Monday to Friday from 8.45am until 4pm, during school term time only. The pre-school provides funded early education for two-, three- and four-year-old children.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5