Baddeley Green Pre-School

Baddeley Green Pre- School Milton Parish Centre, Baddeley Green Lane, Stoke-on-Trent, Staffordshire, ST2 7EY

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Inspection date

Previous inspection date 13 February 2018 23 January 2013

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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

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

 The supervision and coaching of the manager and staff is not effective enough to ensure all aspects of staff practice is strong. Staff do not consistently support children to make good progress.  Assessments of children's achievements are not always accurate and staff do not consistently use children's next steps in learning to plan activities that help children to achieve as much as they are able.  On occasions, staff do not plan adult-led activities effectively or support children to maintain their focus on their chosen activity for them to achieve their own goals.

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It has the following strengths

 Staff promote children's early literacy skills well, which helps to prepare children for school when the time comes. They help children to become aware and interested in the sounds that letters make. Staff encourage and support parents to read stories and share books with their children at home. Partnerships with parents are good.  Children enjoy daily circle time where they learn to listen and talk in small groups. Staff use fun ways to introduce and explain new vocabulary to children. They ask children questions and give them time to think and respond with their answers.

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What the setting needs to do to improve further

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

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Due Date

 improve staff supervision so that staff receive the coaching and support they need to improve their personal effectiveness to provide consistently good-quality learning experiences for children 13/03/2018

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Due Date

 ensure assessments are accurate and use children's next steps in learning to plan stimulating experiences that consistently support children to make good progress. 13/03/2018

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Due Date

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

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Due Date

 plan adult-led activities more effectively and ensure children are consistently supported to maintain their focus on their chosen activity so that they can achieve their own goals.

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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 deputy manager and nominated person of the committee.  The inspector spoke to the deputy manager, staff and children at appropriate times. She looked at relevant documentation and checked the suitability of persons working on the premises.  The inspector spoke to parents and took into account their views.

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Effectiveness of the leadership and management requires improvement

The committee's arrangements to monitor, supervise and coach managers and staff are not effective enough. As a result, they do not fully identify or address weaknesses in practice. The monitoring of children's progress is not fully reliable because assessments are not consistently accurate. Therefore, managers cannot be sure that children are making consistently good progress. The arrangements for safeguarding are effective. Staff take all the necessary steps to minimise hazards so that children are safe as they play. Recruitment processes and ongoing checks help to ensure that staff are suitable to work with children. Managers and staff undertake safeguarding training and have a secure understanding of the action they must take to protect children.

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Quality of teaching, learning and assessment requires improvement

Staff do not consistently plan adult-led activities well enough to help children make good progress. Staff do not consistently base activities on children's next steps in learning or match them well to children abilities. Consequently, on occasions, children are not able to achieve what is being asked of them and sometimes children are not challenged enough to extend their skills. Some children lose interest in the activity. At other times, staff effectively support children's learning. For example, staff create a stimulating learning environment based on children's interest and experiences, such as a shopping role-play area. During free-play sessions, staff encourage children to take the lead in their play. Staff successfully join and support children in their play to extend their learning. Staff make suggestions and demonstrate how to do things, such as make a shopping list. Staff engage children in conversations and help children to express their ideas.

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Personal development, behaviour and welfare require improvement

Staff are kind and caring towards children and in most instances, they seek and sensitively respond to children's views and wishes. However, midway through the session staff end free-play for children to begin an adult-led activity. They do not offer children the choice to continue what they are doing. This results in some children becoming frustrated because they cannot continue in their chosen play. Children enjoy spending time outdoors and they develop good physical skills. Children enjoy being active and exploring the outdoors. Children learn to climb and balance, and negotiate space as they use wheeled toys. Children develop good self-care skills. They put on their coats to go outdoors and they serve themselves food and drink at snack time.

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Outcomes for children require improvement

Children do not make the progress they are capable of because staff do not consistently support them to achieve their next steps in learning. At times, children lose their motivation to play and learn. Children are eager to demonstrate what they know. At circle time, they sit and listen well and confidently select their name label and place it into the correct letter pouch. Children know and follow simple behaviour rules, such as using walking feet indoors. Children use vocabulary well to describe number, size and shape.

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Setting details

Unique reference number 224702 Local authority Stoke on Trent Inspection number 1088314 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 5 Total number of places 36 Number of children on roll 19 Name of registered person Baddeley Green Pre-School and Toddler Group Committee

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reference number

Date of previous inspection 23 January 2013 Telephone number 07523350071

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reference number

Baddeley Green Pre-School registered in 1979. The setting is open Monday to Friday from 9.30am to 12.30pm, during school term times only. The setting employs six members of staff who work directly with the children. The manager and deputy manager hold a level 6 qualification in early years, two members of staff hold level 3, and one level 2.

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

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