Martock Pre-School

Martock Pre-School Martock Primary School, Elmleigh Road, MARTOCK, Somerset, TA12 6EF

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Inspection date

Previous inspection date 20 March 2018 18 July 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 Outstanding 1

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This provision is good

 The manager supports staff effectively in developing their skills and practice. The qualified staff team continues to attend training and evaluate its practice to ensure good outcomes for children. For example, staff have implemented challenging ways to increase children's mathematical development.  All children develop good skills that prepare them well for their next stage of learning and school. Children consistently demonstrate the characteristics of effective learning.  Children's behaviour is excellent. Staff very skilfully and sensitively support young children to manage their feelings. They expertly help older children to resolve conflict themselves exceptionally well. For instance, to use sand timers to share large bicycles.  Staff provide extensive, daily opportunities for children to be active and have an excellent awareness of the importance of exercise. They adeptly keep group activities

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This provision is good

to just the right length of time so that children very eagerly engage and concentrate extremely well.  Staff use their observations of children's achievements well to plan challenging activities. They help children to make good progress in their key areas of development.

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It is not yet outstanding because:

 Staff do not consistently support children to consider problems and find solutions for themselves.  Staff do not make full use of the information they gain from parents to plan for children as soon as they start at the setting.

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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

 help children to think of ways to solve problems and find out if they work  make greater use of the information gained from parents on children's starting points, to plan for their individual learning needs as soon as they start.

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Inspection activities

 The inspector observed activities and the quality of teaching indoors and outdoors.  The inspector spoke with children, staff and parents, and took account of the provider's self-evaluation.  The inspector checked safeguarding information and the safety of the premises.  The inspector held a meeting with the manager and supervisor, and carried out a joint observation.  The inspector sampled documentation, including policies and procedures, children's development records, and planning.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The manager and staff implement their policies and procedures consistently well to keep children safe. They all know possible signs and symptoms that children may be at risk of harm and the procedures to follow to protect them. Staff carry out good risk assessments and monitor children's arrival and collection closely. Staff work well with other providers and outside agencies to be consistent in meeting children's individual needs. The management team uses self-evaluation successfully to identify actions for continuous improvement. For example, it has recently changed its planning to help staff ensure they know how to help each child to develop, not just their key children. The manager accurately monitors children's development to know which children or groups need additional support and help them to catch up quickly.

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Quality of teaching, learning and assessment is good

Staff provide good support for children to experiment and learn about the natural world. For example, older children took a photograph of ice and left the ice in the sun to find out what happens. Staff helped them to make predications and use their picture to find out later if they were correct. Staff reinforce children's learning by having daily activities to learn letters and sounds. Even young children noticed when they missed the letter 's'. Staff engage children of all ages in good discussions, encouraging their speaking and listening skills well and extending their vocabulary. Staff help children to explain what they know and come up with their own ideas. For instance, older children explained that a jig is 'a sort of music like a tap dance'.

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Personal development, behaviour and welfare are outstanding

Children settle very quickly on arrival and are exceptionally pleased to see staff and each other. They have highly effective emotional attachments and very strong, positive relationships. Staff provide very sensitive support for children who are new to the setting, encouraging others to be friends and help them know where to find things. Since their last inspection, the key person provides all personal care for children to provide a greater feeling of being safe and secure. Children's emotional security underpins their learning extremely successfully. They are highly confident in their self-care skills and enjoy having age-appropriate responsibilities. Children gain a highly effective awareness of a healthy lifestyle. Staff provide parents with excellent ideas on healthy food to provide. Staff plan the environment extremely well to enable children to choose where they prefer to learn and select from the extensive resources to lead their play.

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Outcomes for children are good

All children make good progress in their learning and development from their starting points. Children develop their mathematical skills well through practical experiences. For example, older children counted the cups for snack time and knew they needed one more for everyone at their table to have one. Young children enjoyed joining in with counting rhymes. Children concentrate well in whole-group stories and notice when words rhyme. Older children write recognisable letters in their name. Children are creative and play imaginatively together.

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Setting details

Unique reference number EY413108 Local authority Somerset Inspection number 1071304 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 24 Number of children on roll 43 Name of registered person Julie Duffy

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reference number

Date of previous inspection 18 July 2014 Telephone number 07984898849

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reference number

Martock Pre-School is privately owned and managed. It opened at its current location in 2010 and operates from a purpose-built building in the grounds of Martock Primary School, in the rural village of Martock, Somerset. The pre-school is open each weekday from 9am to 3pm, during term time only. A breakfast club is available according to demand. There are seven members of staff. Of whom, one holds an early years qualification at level 7 and two hold a qualification at level 5. The remaining four staff hold a childcare qualification at level 3.

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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

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

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