Thurlby Pre-School

Thurlby Pre-School Behind 78 Northorpe, Thurlby, BOURNE, Lincolnshire, PE10 0HJ

p.1

Inspection date

Previous inspection date 21 March 2018 12 May 2015

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Partnerships with parents are strong. Staff regularly share their children's achievements, along with how they can support and extend their child's learning at home.  Resources are plentiful and well maintained. Children benefit from a learning environment that is bright, welcoming and thoughtfully presented to capture their interest.  Children behave well. Staff are good role models and build children's confidence and self-esteem through regular praise and encouragement. Children are reminded to be kind to their friends. They develop their skills of negotiation as they share toys and resources.  Children engage in a good range of interesting activities. They benefit from staff's involvement in their play. Staff sit with children talking to them and reading stories. They are skilled in promoting children's communication and language skills.  Children show they feel safe and secure, and settle quickly in the pre-school.

p.1

It is not yet outstanding because:

 Although staff benefit from regular individual discussions about their performance, the programme for continuous professional development is not yet sharply focused on enhancing the quality of teaching to the highest level.  Some adult-led activities are not always challenging for the most able children to make the best possible progress in their learning.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 strengthen the evaluation of staff's teaching so that specific areas of improvements for individuals can be identified and supported through targeted professional development  extend activities to further promote learning opportunities for most-able children to make the best possible progress in their learning.

p.2

Inspection activities

 The inspector observed the quality of teaching indoors and outdoors, and assessed the impact this has on children's learning.  The inspector spoke with staff and children during the inspection.  The inspector completed a joint observation with the pre-school manager.  The inspector held a meeting with the pre-school manager. He looked at relevant documentation and evidence of the suitability of staff working in the pre-school.  The inspector spoke to a number of parents during the inspection and took account of their views.

p.2

Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. Staff are fully aware of their role in protecting children from harm and know the procedures to follow if safeguarding concerns arise. Recruitment procedures are thorough and the ongoing suitability of staff is monitored well. The management team ensures staff participate in inductions, supervision meetings and appraisals. The manager regularly monitors the progress of individual and groups of children. She takes positive steps to help ensure staff provide suitable activities for children to take their next steps in their learning. Staff are active in gaining feedback from parents about their practice and use the information gathered to improve the provision even further. Parents are very complimentary about the pre-school, commenting on the friendly staff and the welcome that their children receive.

p.3

Quality of teaching, learning and assessment is good

Staff are deployed effectively so that they are close at hand to offer children support for their learning. They provide a wide range of planned and freely chosen activities to promote children's development, indoors and outdoors. Staff gather information effectively from parents about what their children know and can do when they start pre-school. This helps them to make accurate observations of learning and plan effectively to meet children's individual needs. Staff continue to encourage parents to share children's interests and achievements. They skilfully encourage children's curiosity as they support them to gain a greater understanding of the world in the 'science lab'. For example, they investigate the effects of using water to disperse different colours on paper. Children talk about how colours merge together to make different patterns and shapes.

p.3

Personal development, behaviour and welfare are good

Staff know children very well and develop warm relationships with the children. This helps them to feel safe and secure while at the pre-school. Each child and their family are valued as individuals. Toddlers enjoy receiving cuddles from staff when they feel anxious. Older children confidently seek out staff when they require assistance. Children of mixed ages have regular opportunities to play together outdoors and have forged strong friendships. They make regular visits to the farmland and benefit from woodland walks. Children sponsor charity events and develop a strong awareness about healthy lifestyles. Staff actively work with parents and children to promote healthy lunchboxes. They raise awareness about the amounts of sugar to be found in popular food and drink.

p.3

Outcomes for children are good

Children of all abilities, including those who receive funded education and those who speak English as an additional language, are making good progress. They are well prepared for starting school. Children develop a positive and enthusiastic attitude towards learning. They learn about letters of the alphabet and select their name card when they arrive. Older children write their names on their drawings. Children show great pride in their achievements, showing staff what they have made. Staff use these opportunities to boost children's confidence in their own abilities.

p.3

Setting details

Unique reference number EY371572 Local authority Lincolnshire Inspection number 1093385 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 24 Number of children on roll 32 Name of registered person Thurlby Pre-School Ltd

p.4

reference number

Date of previous inspection 12 May 2015 Telephone number 01778 394250

p.4

reference number

Thurlby Pre-School registered in 2008. The pre-school employs eight members of childcare staff. Of these, five hold an appropriate early years qualifications between level 2 and level 6, including the manager/provider who holds early years qualified teacher status. The pre- school opens term time only. Sessions are from Monday, 9am until midday and Tuesday to Friday from 9am until 3pm. 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