Christ Church Fledgelings Pre School

Christ Church Fledgelings Pre School Christ Church Hall, Christchurch Park Road, Sutton, Surrey, SM2 5TN

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Inspection date

Previous inspection date 19 January 2018 7 May 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 manager has a clear understanding of her legal responsibilities and, overall, the pre-school is well organised. This helps to promote children's safety, welfare and learning at a consistently good level.  Staff accurately observe and assess children's development. They make good use of what they know to plan activities and shape children's learning experiences.  All children progress well from where they started. The manager is knowledgeable as the pre-school's special educational needs coordinator. Children requiring additional support are identified and benefit from the help they need to begin to catch up.  The environment is stimulating and well resourced, indoors and outside. Children display good levels of curiosity, interest and motivation to play, explore and learn.  Staff welcome and include all children. They find out about their home lives, cultures and languages. They use a variety of activities to help children learn about their

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This provision is good

differences. Children display good levels of self-esteem.

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It is not yet outstanding because:

 Managers do not monitor the attainment of different groups of children as precisely as possible to help promote learning outcomes for all children at the highest level.  Overall, there is scope to enhance staff's professional development even further to increase the potential to raise the quality of teaching to an outstanding level.  Managers do not provide enough opportunities for parents to share their views about what works well within the setting and what they feel can be further improved.

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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

 monitor the attainment of different groups of children more precisely to help consistently promote learning outcomes for all children at the highest level  enhance the professional development opportunities for staff even further to increase the potential to raise the quality of teaching to an outstanding level  extend self-evaluation and provide even more opportunities for parents to share their views and ideas about what works well and what can be further improved.

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Inspection activities

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

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The environment is secure for children. Managers thoroughly risk assess toys, resources and equipment, indoors and outside, and staff frequently complete overview safety checks. Managers and staff have a good understanding of safeguarding legislation. They receive child protection training and are clear about their duties to manage different types of concerns. Most staff are well qualified and all staff are encouraged to upskill. The manager supervises staff's performance and ensures they benefit from appropriate coaching and mentoring, overall, which helps to maintain their good practice. Self-evaluation is developing. The manager is driven. She sets clear goals for the future to help continually improve.

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Quality of teaching, learning and assessment is good

The quality of teaching is good and staff have suitable expectations of children's learning. For example, staff provide activities that young children enjoy, such as play dough and water play. They interact with them at their level, ask them simple questions and support them to play well with their peers. This helps to develop their communication and social skills. Staff also provide activities that older children enjoy, such as junk modelling and construction with different materials. Staff engage them in conversation, encourage them to express their ideas and add explanations to their learning. This helps to build on their imagination and creative skills. Staff share information about children's care and education with parents, professionals and other providers in a range of ways. This helps to promote good continuity.

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Personal development, behaviour and welfare are good

Children learn about the importance of healthy living. For example, staff ensure children take part in physical activity. Children enjoy playing outside. They eagerly negotiate the different terrain in the forest area, navigate the open spaces on wheeled vehicles and practise their ball control skills using their hands and feet. Staff get to know children well. They are warm and kind. Children bond well with them and clearly feel comfortable in their care. Staff remind children of the clear behavioural boundaries each day. They use methods, such as their 'good choices' board, to encourage children to display positive behaviours. Children listen and respond to staff and behave well.

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Outcomes for children are good

The manager has a suitable overview of the progress individual children make. This helps to ensure no child is left behind. Therefore, children make good progress in their learning, including those who benefit from funded education. They are becoming successful learners who acquire the key skills they need ahead of the move on to school. For example, they demonstrate good levels of confidence and independence. Children are gaining strong skills in literacy and mathematics. They can identify and write letter sounds in words and enjoy looking at books. They can also talk about size and capacity, count beyond 10 and complete complex shape puzzles.

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Setting details

Unique reference number 139911 Local authority Sutton Inspection number 1068514 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 34 Number of children on roll 33 Name of registered person Christ Church Pre-School Committee

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reference number

Date of previous inspection 7 May 2014 Telephone number 020 8661 1562

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reference number

Christ Church Fledgelings Pre School registered in 1994. The pre-school employs six members of childcare staff. All of the staff hold appropriate early years qualifications ranging from Level 2 to BA Honours in Early Years. The pre-school operates term time only. Sessions are available Monday to Friday from 9.15am until 12.15pm. 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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