Dinnington Pre-School

Dinnington Pre-School Dinnington Resource Centre, Laughton Road, Dinnington, Sheffield, South Yorkshire, S25 2PP

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Inspection date

Previous inspection date 26 February 2018 9 December 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 and staff team have a strong commitment to making improvements. Together, they regularly reflect on their practice and actively seek the views of parents and children as part of their evaluation of the setting.  Staff support children's language development well. Staff give children plenty of time to think and respond to their questions. Furthermore, staff model words clearly and use effective questioning skills to encourage children to share what they know.  Staff know the children they care for very well and demonstrate high levels of warmth towards the children in their care. Children are happy and settled.  Staff have high expectations for all children and provide clear and consistent messages to them. Children know what is expected of them from a young age. Their behaviour is good.  Children's health is promoted very well. For example, during snack and mealtimes, staff talk to children about food that is good and food that is not so good for them to eat.

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It is not yet outstanding because:

 Monitoring of staff practice by the manager is not incisive enough. It is not yet fully embedded to consistently provide highly effective support to develop staff skills and knowledge to raise the quality of teaching to an outstanding level.  Information is not always consistently shared and exchanged with parents to keep them up to date with their child's progress and about how to further support their child's continued learning at home.

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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

 evaluate staff's practice even more rigorously to further support the development of their teaching skills and knowledge  strengthen the partnership with parents and carers to keep them up to date about their children's care and development, encourage them to share more information and help them to continue their children's learning at home.

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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 completed a joint observation and held discussions throughout the inspection with the pre-school manager.  The inspector held a meeting with the pre-school manager. She looked at relevant documentation and evidence of the suitability of staff and committee members, and also of the qualifications of staff working in the pre-school.  The inspector spoke with staff and children during the inspection.  The inspector spoke to a small number of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Staff have completed recent child protection training. They are familiar with the most current policies and procedures and the wider aspects of safeguarding children. For example, they are clear about what procedures they must follow should a child be uncollected from the pre-school. The manager makes sure that staff training improves the outcomes for children. For example, staff have attended workshops to enhance their knowledge about supporting children's independence skills. They have increased their range of resources and equipment, and organised them effectively. This helps to ensure these are easily accessible for children to select by themselves and extend their own learning. Parents are happy with the service they receive from the professional and friendly staff team.

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Quality of teaching, learning and assessment is good

The well-qualified and experienced staff team use their good knowledge and skills well to track children's progress. They know how to use their observations and assessments of individual children to identify the next steps in their learning. Staff are enthusiastic in their role and encourage children to 'have a go' and join in with activities. For example, children explore using the hidden pirate treasure. Staff support their imagination effectively and children extend their own learning further. They create their own treasure maps and use role-play resources and equipment to act out being a pirate. Staff use spontaneous and planned activities to support children's good mathematical development. Children count how many children are present during the welcome session and work out how to fit objects inside other objects during construction activities.

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Personal development, behaviour and welfare are good

Children are independent and enjoy a wide range of responsibilities. For example, older children manage their personal care needs very well and learn how to safely use knives to cut up vegetables at snack time. Children benefit from plenty of time outdoors in the fresh air and develop their large-muscle skills well. They dig in the sand and kick balls confidently. During group times, staff encourage children to listen and to respect others to help to support their social skills. Children's self-esteem is high and their behaviour is very good. Staff are very good role models and teach children about tolerance and how to respect differences. Early intervention is sought quickly by staff in order to support children who need it the most. Gaps in their learning are narrowed quickly.

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Outcomes for children are good

All children are motivated in their play and are eager to explore and investigate. Children show quick progression in their early writing skills. They enjoy making marks on various surfaces using a wide range of tools. Children enjoy and participate during stories to support their early reading skills. All children, including those who receive funded early education, make good progress in relation to their individual starting points. They are well prepared for the next stage in their learning and their eventual move on to school.

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Setting details

Unique reference number EY216729 Local authority Rotherham Inspection number 1103937 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 24 Number of children on roll 42 Name of registered person Dinnington Pre-School Limited

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reference number

Date of previous inspection 9 December 2014 Telephone number 01909569158

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reference number

Dinnington Pre-School opened in 1965 and re-registered in 2003. The pre-school employs six members of childcare staff. Of these, all six staff hold appropriate early years qualifications at level 3. The pre-school opens from Monday to Friday during term time. Sessions are from 9.15am until 12.15pm and 12.45pm until 3.45pm. 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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