Rudloe Pre-School

Rudloe Pre-School Broadwood Avenue, Rudloe, Corsham, SN13 0LL

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Inspection date

Previous inspection date 17 January 2018 19 March 2015

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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 manager is committed to ongoing improvement. She meets with other local providers to keep abreast of recent changes to legislation and to gain good practice ideas. She works closely with staff and key members of the playgroup committee to continually identify ways to develop the pre-school further.  Key persons closely observe children's learning and progress. They get to know children really well, following their interests and providing well for their individual learning needs. Children make good developmental progress.  The staff's warm and affectionate manner supports children's personal development and well-being really effectively. Children are happy and settled at the pre-school and their behaviour is very good. The staff's strong support and positive role modelling help children to develop respectful relationships with staff and their peers.  Staff plan whole-group times well; they are enjoyable and stimulating. For example,

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This provision is good

children join in eagerly with rhymes to learn about letters of the alphabet and listen attentively to well-read stories. They take turns in conversation as they discuss the weather and things that happened on their journey to pre-school.

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It is not yet outstanding because:

 Staff do not liaise regularly with parents about their children's next steps in learning and to gain information about children's achievements at home, to support future planning and consistency for children.  Staff do not consistently focus precisely on all of the available learning opportunities within some activities, to develop children's learning to the highest level.

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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

 enhance the sharing of information with parents about their children's learning  review the planning and support during activities to focus more precisely on all of the available learning opportunities.

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Inspection activities

 The inspector observed activities in the playroom, the outside learning environment and conducted a joint observation with the manager.  The inspector held a meeting with the manager and chairperson 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.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Staff are vigilant in their supervision of the children and they carry out thorough risk assessments. The manager works with committee leaders to ensure vetting procedures for staff and committee members are thorough. She conducts review meetings with staff and implements clear procedures for the ongoing monitoring of practice and children's progress. The manager focuses effectively on professional development. She supports staff to complete early years qualifications and attend additional training, such as to deepen their understanding of ways to support children's behaviour. Key persons work well with parents and external agencies to help children get the support they need. Parents and carers express high levels of satisfaction with the staff and the quality of care and education that their children receive.

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Quality of teaching, learning and assessment is good

Staff are very receptive and responsive to the choices children make during their play. They engage with them at appropriate times and ask probing questions to encourage children to consider their approach, extending learning. For example, children test out their ideas and become engrossed in their exploration of various art and craft materials. Younger children are fascinated with the sensory aspect of sprinkling glittery shapes and using shaped stickers. They learn words such as 'sparkle' and 'star' and remain focused for considerable periods. Older children show skill as they create with junk modelling items. They work together, make choices and discuss their plans. They use the items to extend their role play, creating a pirate ship. They make changes and talk about the features as they add them, such as the 'pirate steering wheel'.

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Personal development, behaviour and welfare are good

Staff support children's independence really well, taking time to involve children in the routines of the pre-school, such as putting on their outdoor clothing, preparing their snack or tidying up the room. Staff set up the playground well so that children are inspired to be active in the fresh air. They join in with children's exploration, extending their learning effectively. For instance, children play ball games cooperatively and race balls down chutes. They try out their skills and become increasingly accurate. Children's mathematical skills develop as staff encourage them to count and explore early calculation, such as combining the amounts on two dice and sharing out cars equally.

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Outcomes for children are good

Children's self-confidence and self-reliance progress really well. They develop a sense of responsibility and a positive approach to life. Children's communication, language and social skills develop effectively, including those children who speak English as an additional language. Children listen well, talk about their ideas confidently and share their knowledge. They show their understanding and relate things they learn to their own experiences, consolidating their learning successfully. They gain a really good range of skills in readiness for their move on to school. This includes two-year-olds in receipt of funding and those for whom the setting receives additional funding.

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Setting details

Unique reference number 199465 Local authority Wiltshire Inspection number 1089844 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 1 - 4 Total number of places 20 Number of children on roll 20 Name of registered person Rudloe Pre-School Committee

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reference number

Date of previous inspection 19 March 2015 Telephone number 01225812939

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reference number

Rudloe Pre-School registered in 1993. The pre-school employs four members of childcare staff. Of these, three hold appropriate early years qualifications at level 3 or level 2. The pre-school opens from Monday to Friday from 9am until 3pm. It 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

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