Torpoint Bandhut Pre-School

Torpoint Bandhut Pre- School Torpoint Bandhut Pre-School, Antony Road, Torpoint, Cornwall, PL11 2JR

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Inspection date

Previous inspection date 28 March 2018 24 April 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 provider and staff monitor children's development well through their effective assessment procedures. They identify children's next steps and set clear targets to successfully support children's good progress from their starting points.  Positive partnerships with parents and other services enable the staff to support children's individual development well. For example, they work in close partnership to further develop children's communication and language skills.  The provider and staff work well together to provide a stimulating and safe learning environment. Children feel happy and secure in the pre-school. They have fun and enjoy learning through play. Children become ready to move on to school.  The self-evaluation process is effective. The provider and staff have frequent discussions about their effectiveness. They make improvements to the benefit of parents and children. For example, their increase in opening hours provides parents

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This provision is good

with more time to talk with staff about children's activities and progress.

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It is not yet outstanding because:

 Staff do not consistently encourage children's further investigation and experimentation to increase their understanding of different properties and changes in materials.  Although the provider and staff know the children well, they do not always extend the good range of play materials to fully reflect and further support children's specific interests, with particular regard to sensory play.

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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

 extend the opportunities to encourage children's investigation and experimentation to develop further their understanding of different properties and changes in materials  develop the good provision of play materials further to fully reflect and extend support to children's specific interests, with particular regard to sensory play.

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Inspection activities

 The inspector observed the provider, staff and children in their indoor and outdoor activities.  The inspector held discussions with the provider, staff and parents.  The inspector completed a joint observation with the provider.  The inspector read and discussed a sample of children's development records and the self-evaluation form.  The inspector viewed the safety of the premises and checked required documentation, including staff qualification certificates and evidence of suitability.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The provider and staff have a good knowledge and understanding of the procedures that enable them to safeguard children's welfare. They are conscientious in their supervision of children to keep them safe. For example, the provider and staff closely monitor and secure the door as families arrive and leave. Since the last inspection, the provider and staff have addressed the last recommendations well. For instance, they have improved the organisation of group activities and increased the opportunities for children to develop independence skills. The provider and staff make good use of refreshed awareness and new knowledge from training. For example, they have been inspired to provide additional resources to further promote children's mathematical interest. The provider and staff have increased their skills and techniques to extend support to children's emotional development.

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Quality of teaching, learning and assessment is good

Staff promote learning well during children's independent play. For example, children find and use writing materials all around the pre-school. Older children practise copying and writing letters of their name. Younger children copy others and make marks on the paper, for example, to show that they have had snack. The provider and staff engage children's interest well in activities. For instance, children enjoy using puppets as they listen to a story. Children listen to and follow instruction with good concentration. For example, they tap wooden sticks together to make effective rhythm patterns. The provider and staff continue to add to their outdoor play resources, to increase physical play opportunities for children. For instance, they have increased the activities for children to practise their throwing and balancing skills.

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Personal development, behaviour and welfare are good

Children have warm relationships with staff and respond well to their positive approach. For example, children understand the gentle reminders to put on their 'listening ears' at story and circle time. Children learn rules that keep them safe, such as to use 'walking feet' indoors and not to run. They are familiar with the routines and make independent choices. For example, children help themselves at snack time, using the cereal dispensers and milk jugs with competence. The provider and staff are attentive to children and provide effective support to individual needs. Children enjoy and benefit from the frequent outdoor play opportunities. They show excitement as they prepare to play outside and say they are going to do exercise.

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Outcomes for children are good

Children arrive happily and are eager to greet their friends. They show a keen interest and move around the activities with confidence. Children readily explore the room and choose what they want to do. For example, older children organise imaginative role-play games with their friends. Younger children enjoy their activities and play well with the toys and equipment. Children are busy and occupied well throughout the sessions. This makes an effective contribution to their good skills for future learning.

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Setting details

Unique reference number EY389756 Local authority Cornwall Inspection number 1068933 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 20 Number of children on roll 18 Name of registered person Joanne Louise Bowden

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reference number

Date of previous inspection 24 April 2014 Telephone number 07821545973

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reference number

Torpoint Bandhut Pre-School is privately owned and managed by the provider. It has been in operation for over 30 years and registered with the current provider in 2009. The pre- school operates from Torpoint Bandhut in Torpoint, Cornwall. The pre-school operates each weekday in term time only. On Monday, Wednesday, Thursday and Friday it is open from 8.15am until 4.15pm and on Tuesday from 12.15pm until 3.15pm. Including the provider, there are four members of staff. Of these, three staff hold early years qualifications at level 3 and the provider has a qualification at level 5. The pre-school receives early years education funding to provide free places for children aged two, three and four years old.

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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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