Townend Cottage Pre- School

Townend Cottage Pre- School Victoria Square, Bodmin, Cornwall, PL31 1EB

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Inspection date

Previous inspection date 23 March 2018 21 May 2015

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This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Inadequate 4

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This inspection: Inadequate 4

Personal development, behaviour and welfare Requires improvement Outcomes for children Inadequate 4

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This provision is inadequate

 The manager has not addressed weaknesses in staff practice effectively. Any actions taken to improve the quality of staff teaching have failed. Staff do not consistently provide children with high-quality learning interactions.  The quality of teaching is poor, overall. Although staff know children's interests, not all staff provide children with enough challenge, or help them achieve their next stage of learning during activities. Consequently, children lose interest quickly and do not make the progress they are capable of achieving.  The quality of the provision has deteriorated since the last inspection. The manager has not maintained continuous improvement of the pre-school, and has not taken sufficient action to address major weaknesses she has identified to staff practice.  Partnerships with parents are not as effective as they could be. The manager does not utilise parents' strengths consistently to enhance children's learning, and parents do not

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This provision is inadequate

always receive sufficient information about their child's day, to help promote continuity in their learning.

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It has the following strengths

 Children go on various outings with staff by bus, such as to the local recycling centre to learn the process of converting waste into new objects and materials. This supports their understanding of the world well.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 improve arrangements for the supervision and coaching of staff, to provide them with the support they need to improve their teaching skills and knowledge, to improve outcomes for children 23/04/2018

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Due Date

 ensure all staff have the relevant skills and knowledge to provide children with high-quality learning interactions and challenging activities, to build on children's current abilities and ensure they remain engaged and motivated, and make good progress in their learning. 23/04/2018

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Due Date

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

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Due Date

 develop effective methods of self-evaluation to address key weaknesses in practice, and address these promptly to improve the provision for children  further extend parents' and carers' involvement in children's learning, and provide additional information to parents about their children's day, so they can build on what children already know and can do.

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Inspection activities

 The inspector held a joint observation with the manager to assess the quality of teaching.  The inspector observed the quality of interactions between staff and children.  The inspector spoke to staff to assess their knowledge and understanding of the learning and development requirements.  The inspector held an interview with the manager to discuss aspects relating to leadership and management. She spoke to parents and children to gain their views of the provision.  The inspector sampled documentation relating to the setting.

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Effectiveness of the leadership and management is inadequate

Since the last inspection, the provision has declined. Although the manager understands the learning and development requirements, and identifies weaknesses through the self- evaluation process, she has not taken sufficient action to address these successfully. For example, despite staff having high qualification levels, teaching is weak and any action the manager takes to maintain the previously good teaching standards does not last long. Staff supervision procedures are ineffective and staff do not maintain or follow through on what they learn and are told. The quality of staff interactions with children, overall, is poor. For instance, not all staff engage with children during play or their planned activities and children lose interest, are unengaged and lack motivation at times. Despite this, staff attend frequent training and some use their new knowledge to make resources, to help improve children's communication and language skills, for example. Overall, the manager

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Effectiveness of the leadership and management is inadequate

monitors children's progress and helps to identify gaps in their learning. She seeks appropriate support from relevant agencies to help children with identified needs. Safeguarding is effective. The manager and staff have a clear understanding of child protection procedures, helping to protect children from harm.

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Quality of teaching, learning and assessment is inadequate

Children do not receive adequate support from staff to help them achieve their next steps in learning. Although staff obtain information from parents about children's interests and abilities, staff do not demonstrate they have the capability to help children make good progress in their development. At times, staff fail to build on learning during activities, meaning children create and extend their own play opportunities. Staff do not use parents' skills and abilities effectively to benefit the children's learning while at pre-school, and do not provide parents with sufficient information about their child's day, to ensure continuity in their learning. Staff make observations of children engaged in activities. For example, younger children enjoy 'water painting' outside and older children draw pictures using chalk. All children enjoy being 'builders' in the 'construction site', supporting their imagination. However, children quickly become disengaged, as staff do not interact with

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Quality of teaching, learning and assessment is inadequate

them effectively. Staff do not always know children's next steps when asked and, due to their lack of knowledge and poor teaching, children's future learning is not secure.

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Personal development, behaviour and welfare require improvement

Weaknesses in leadership and management mean that staff do not keep children motivated and interested, and they quickly become bored. Nonetheless, children are safe and happy, and display sound levels of self-esteem. Children have formed warm relationships with staff, helping to support their emotional well-being and care needs appropriately. Staff provide children with plenty of daily exercise and fresh air, such as playing in the garden or engaging in music-and-movement sessions. This helps children develop suitable physical skills. Children behave well. They are developing the ability to share with others and be independent. For example, children serve fruit to their friends at snack time. Children are encouraged to develop an understanding of democracy. For example, they vote on which storybook they would like to listen to. This helps children to value each other's viewpoints.

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Outcomes for children are inadequate

Although children make some progress, ineffective teaching means they are not reaching their full potential, in preparation for their next stage of learning, including their move to school. Although younger children enjoy using tools to dig in mud, and older children explore different textures, such as 'rubber', they do not receive adequate support, challenge or encouragement to build on what they already know and can do, to engage them fully at all times to be curious and active learners. Outcomes for children are poor.

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Setting details

Unique reference number 102883 Local authority Cornwall Inspection number 1088921 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 24 Number of children on roll 39 Name of registered person Townend Playgroup Committee

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reference number

Date of previous inspection 21 May 2015 Telephone number 01208 796 86

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reference number

Townend Cottage Pre-School registered in 1991. It is situated on the outskirts of Bodmin, in Cornwall. The pre-school is open Monday to Friday from 9am to 3pm, during term time only. The pre-school receives free early education funding for children aged two, three and four years. There are six members of staff, including the manager. One holds early years professional status, two hold childcare qualifications at level 3, one member of staff holds a level 2 qualification, and two staff members are unqualified.

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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

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