Diamond Pre-School

Diamond Pre-School Oakway Infant School, Oakway, WELLINGBOROUGH, Northamptonshire, NN8 4SD

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Inspection date

Previous inspection date 12 March 2018 6 November 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

 Children really enjoy their time in this warm and welcoming setting. They particularly enjoy playing and exploring in the superb outdoor area which supports all areas of learning. Children enjoy their Zumba sessions that staff use to help support children's physical development and ability to follow instructions.  Well-established partnerships with parents involve them successfully in their children's learning and development. Staff use home visits to get to know children quickly and help them settle well. Parents are extremely complimentary about the care their children receive in the pre-school.  Staff effectively share planning information with each other to help ensure all children reach their identified next steps. Overall, children make good progress in their learning and development.  Children are very happy and confident. They are learning how to safely manage small risks and challenges, such as using a knife to cut vegetables.

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It is not yet outstanding because:

 Managers are building a new staff team and they have not fully embedded their monitoring of staff's assessment of children and the quality of their teaching practice to raise the standards to the highest levels.  Although overall, staff support children's communication and language well, occasionally they miss opportunities to sharply focus their support on helping those children who have lower starting points in speaking to catch up as quickly as possible.

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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

 strengthen the arrangements for monitoring staff's assessments of their key children and the quality of their teaching to help provide consistently high levels of practice.  extend communication opportunities for children who are beginning to catch up with their peers, including those children who are learning English as an additional language, to verbalise their choices, use words and familiar expressions.

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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 sampled a range of documentation, including staff suitability checks, children's observation, assessment and planning records, and documentation linked to managing children's progress.  The inspector spoke with members of staff and children at appropriate times during the inspection. She held meetings with the managers.  The inspector carried out a joint observations of staff practice and discussed monitoring and professional development with the manager.  The inspector took into account the views of parents and carers spoken to on the day of the inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The manager ensures staff have a secure understanding of the signs and symptoms that may indicate child protection concerns. They understand the procedures to follow to report any such concerns. The leadership team carries out effective recruitment and induction procedures to help ensure staff are suitable for their role. Staff benefit from regular supervision meetings with the leadership team that gives them opportunities to discuss their role and any concerns they may have. Staff maintain a safe environment and supervise children well, such as when children use the see-saw outdoors. Managers receive support to access further training that helps them to build on their leadership skills. Staff share a wealth of information with parents through ongoing dialogue, newsletters, details posted on the noticeboard and through electronic systems. Managers check children's progress to address any gaps and self-evaluation is accurate.

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Quality of teaching, learning and assessment is good

Staff engage enthusiastically with children. Children benefit from adult-led activities and opportunities to explore and lead their own play. Children enjoy planned group time each morning with their key person when they engage in activities such as singing songs and colouring in pictures. Staff use spontaneous moments in children's play well to support their learning. For example, as children play in the water tray they develop their mathematical skills, staff encourage children to count scoops of water. Staff provide many opportunities for children to create and imagine. For example, staff help children look for buried treasure in the sand as children to pretend to be pirates. Role-play areas are attractively set up around themes that interest children, such as restaurants.

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Personal development, behaviour and welfare are good

Children behave and respond very well to the consistent expectations set by staff. Staff are helping children to develop their independence very well. Staff teach children good hygiene practices. For example, they explain why they need to wash their hands before mealtimes. Staff help children to emotionally prepare for their move on to school. For example, they have established supportive links with the host school to help children become familiar with the premises and the staff. Staff help children value each other's differences. For example, they help children who speak English as an additional language to use their home languages in the setting.

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Outcomes for children are good

All children are developing their skills in readiness for school. Children develop early literacy and mathematical skills. Some children recognise their names, such as during group times. Children are learning to count and recognise shapes. Children demonstrate an understanding of height, such as when burying objects in the sand and building towers. Children confidently demonstrate good levels of physical skills, such as when pedalling bikes and using pens to draw letters with accuracy. Children are motivated in their play and they develop a positive attitude to learning.

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Setting details

Unique reference number EY392356 Local authority Northamptonshire Inspection number 1104950 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 3 - 4 Total number of places 24 Number of children on roll 33 Name of registered person Diamond Learning Community Pre School Ltd

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reference number

Date of previous inspection 6 November 2014 Telephone number 01933678714

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reference number

Diamond Pre-School registered in 2009. The pre-school operates on the school site. The pre-school employs six members of childcare staff, all of whom hold suitable early years qualifications at level 3 and above. The pre-school is open Monday to Friday, during term time only from 8.45am until 11.45am and from 12.30pm to 3.30pm. There is an optional lunchtime session for those children who are in receipt of the 30 hours funding that runs from 11.30am to 12.30pm. The pre-school provides funded early education for 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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