Sticky Fingers Pre-School

Sticky Fingers Pre-School Houchin Memorial Hall, St John Church, Church Lane, LOUGHTON, Essex, IG10 1PD

p.1

Inspection date

Previous inspection date 24 January 2018 7 October 2014

p.1

3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

p.1

This provision requires improvement. It is not yet good because:

 The provider does not have an effective system in place for the professional development of staff. This does not ensure that underperformance is identified and tackled to improve teaching skills and raise the standard of staff practice to a good level.  Staff do not always ensure that the daily plans for outdoor activities are implemented.  Initial information gathered from parents is not used to fully support children's precise learning needs from a very early stage. Staff do not make the most of assessments to help them identify and plan precise next steps for children's learning. Children do not make good progress in their learning.  The provider has not found effective ways to keep all parents well informed about their children’s progress or involve them in supporting their learning at home.

p.1

It has the following strengths

 Parents describe how staff helped to settle their children in the pre-school. They talk about how much they like the relaxed and homely feel of the pre-school. Parents state that they feel confident to approach staff should they have a concern.  Children develop positive relationships with their key person and other staff. They play alongside them and, when needed, turn to them for support.  Staff help children learn how to manage their behaviour and keep safe. They hold discussions and provide clear reminders. For example, young children respond positively to staff when they talk to them about being kind and sharing toys.

p.1

What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

p.2

Due Date

 ensure appropriate arrangements are put in place for the supervision of staff to promote personal effectiveness and identify the ongoing training needs of individuals 07/02/2018

p.2

Due Date

 ensure that the planned outdoor activities take place on a daily basis. 07/02/2018

p.2

Due Date

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

p.2

Due Date

 use the initial information obtained from parents to effectively plan for children's progress from a very early stage  make good use of the information gained from observing children's play to plan precisely for the next steps in their learning  find further ways to keep all parents well informed about children's progress, to help guide their children's learning at home.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the manager.  The inspector held a number of discussions with the manager, staff and children.  The inspector looked at relevant documentation, including evidence of the suitability of persons working with children.  The inspector took account of the views of parents through discussions during the inspection.

p.2

Effectiveness of the leadership and management requires improvement

The provider does not promote staff's professional development. This does not help them stay up to date with current childcare practice or develop their understanding of how to promote children's good progress. Safeguarding is effective. Staff have a clear understanding of child protection procedures. They recognise the possible signs of abuse and are aware that they must report concerns to the designated person. The environment is safe and secure. Staff identify potential risks and swiftly minimise these to protect the safety of children. New staff are required to complete an induction programme. This covers important policies and procedures, such as health and safety and safeguarding. The newly appointed manager is committed to making improvements.

p.3

Quality of teaching, learning and assessment requires improvement

Parents provide staff with initial information about children's starting points, but staff do not use this effectively used to inform planning. Staff carry out ongoing observations of children's learning. However, they do not consistently use this information to accurately assess their abilities. Therefore, planned activities do not always take account of children's next steps in learning. The quality of teaching is variable. Some staff do not successfully encourage children to lead their own play. This results in some children quickly losing interest in activities. Other staff identify learning opportunities quickly. They support children to problem solve as they use construction materials and work out how to fit a train track together. Children communicate with staff and use their imagination as they pull a toy boat to safety when a train derails. Staff do not consistently provide parents with information about their children's individual progress or how they can support

p.3

Quality of teaching, learning and assessment requires improvement

learning at home. Overall, children gain some of the key skills needed to support future learning.

p.3

Personal development, behaviour and welfare require improvement

Children are not always provided with daily opportunities to spend time outside in the fresh air. This does not help to promote their ongoing good health and well-being. However, children take part in physical play, such as learning how to walk across balancing blocks. Children can help themselves to fresh water at any time. They also enjoy a balanced range of nutritious snacks, including vegetables and fruit. Daily routines help children to learn about personal hygiene practice, such as washing their hands before eating food.

p.3

Outcomes for children require improvement

Children are not making good progress in their learning due to inconsistencies in staff teaching. Overall, they are building satisfactory skills for the future. However, at times, planned activities do not encourage or inspire children to learn. Children are eager to initiate and take part in a wide range of conversations with their peers and staff. They use their imagination during activities and develop coordination skills. They roll and manipulate dough into shapes and tell staff that they are, 'Making daddy some cupcakes'.

p.3

Setting details

Unique reference number EY415476 Local authority Essex Inspection number 1105176 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 36 Name of registered person Pauline Elizabeth Manning

p.4

reference number

Date of previous inspection 7 October 2014 Telephone number 07580207822

p.4

reference number

Sticky Fingers Pre-School registered in 2010. The provider employs five members of childcare staff, all of whom hold appropriate early years qualifications at level 2 or above. The pre-school opens from Monday to Friday during term time only. Sessions are from 9.20am until 12.20pm, and from 9.20am until 2.20pm on Tuesday and Thursday, subject to demand. 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