Melrose Pre-school Playgroup

Melrose Pre-school Playgroup Frank Moran Centre, Melrose Avenue, Bletchley, Milton Keynes, Buckinghamshire, MK3 6PA

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Inspection date

Previous inspection date 20 February 2018 14 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

 Staff know children well and offer them activities that reflect their developmental needs and interests. Children enjoy their play and their interactions with staff.  The play leader's thorough monitoring of children's progress enables staff to act promptly to address any weaker areas and close gaps in children's learning. Staff now offer children further opportunities that support them in counting, recognising shapes and in using mathematical language, such as words to describe and compare sizes and volumes.  Staff work well with parents and support them in extending their children's learning. For example, they use electronic communication and noticeboards to provide details about activities and suggest ways of extending these at home.  Staff talk sensitively with children and support them in learning to manage their behaviour. Children copy the example set by staff and show kindness and respect for

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This provision is good

one another. They share the resources and happily include others in their play.  Staff make good use of their qualifications and knowledge they gain from training. They now offer children further opportunities that support them in understanding healthy practices, such as the importance of a balanced diet and appropriate portion sizes.

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It is not yet outstanding because:

 Staff do not consistently extend the opportunities to support children in fully developing their skills in solving problems as they encounter them.  Staff do not always make the best use of group times to fully promote and extend children's development.

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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 opportunities for children to develop their skills in solving the problems they encounter during their play and discussions  help staff to make the best possible use of group times to fully promote and extend children's development.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector talked to staff and children at appropriate times throughout the inspection. She completed a joint observation with the pre-school play leader.  The inspector held meetings with the pre-school play leader and the manager (who is also the nominated person). She looked at relevant documentation, discussed the pre- school's self-evaluation and saw evidence of the suitability of staff.  The inspector spoke to a number of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. Staff keep up to date with local procedures and national initiatives, and understand how to report any concerns. They further promote children's safety by regularly reviewing risk assessments and accident records and ensuring that procedures, such as those for taking photographs of children, are effective. Correct ratios are maintained and staff ensure that children are always supervised and their needs are met. The manager makes sure that the building is clean and investigates any complaints appropriately. Staff receive effective supervision and there are appropriate procedures used to help ensure their suitability. The manager knows children well and effectively uses additional funding to promote their development. Senior staff conscientiously review the pre-school's practice and make pertinent improvements. Staff work very well with other childcare providers and professionals and children's needs are

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Quality of teaching, learning and assessment is good

Staff know children well and make good use of their interests to promote their learning. For example, children's interest in igloos is extended and they develop their creativity as they use junk-modelling resources to make their own igloo. Staff plan activities and resources well to aid children and reinforce their learning. For example, children enjoy using toothbrushes and toothpaste to clean model teeth. They then talk with staff about healthy foods and make their own illustrations of foods that help promote good dental health. Children enjoy accessing books and develop a great enjoyment of reading. Children choose books outside and sit comfortably in a cosy area to read. Children have many opportunities that support them in learning to use their senses as they explore. For example, they search for toy animals in soil, noting the smell and texture of this.

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Personal development, behaviour and welfare are good

Staff use the key-person system well to work with parents. They meet regularly with them, enabling them to maintain a thorough understanding of children's needs. Children settle well and build secure bonds with their key person and other staff. They enjoy looking through their assessment records, eagerly noting how they have changed and developed. This helps build children's self-esteem and supports them in developing positive attitudes. Children's physical development is promoted and they gain a good understanding of safety. For example, they balance and climb as they use the raised playhouse, and understand how to use the steps and allow each other sufficient space.

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Outcomes for children are good

All children make good progress from their starting points and develop the skills they need for school. Children competently select resources and organise their play. Staff support them in communicating with one another. This particularly aids children who have special educational needs (SEN) and/or disabilities and those who speak English as an additional language. Children develop good communication and social skills.

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Setting details

Unique reference number 141755 Local authority Milton Keynes Inspection number 1068521 Type of provision Full-time 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 43 Number of children on roll 72 Name of registered person Melrose Pre-school Playgroup Committee

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reference number

Date of previous inspection 14 May 2014 Telephone number 01908 642728

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reference number

Melrose Pre-school Playgroup opened in 1976 and registered in 1997. The pre-school employs nine members of childcare staff. Of these, two hold appropriate early years qualifications at level 2 and five hold qualifications at level 3. The pre-school opens from Monday to Friday, during term time. Sessions are from 8.40am until 11.40am and from 12.30pm to 3.30pm, with a lunch club in between these sessions. 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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