Crowle Pre-School

Crowle Pre-School Crowle Parish Hall, Crowle, Worcester, Worcestershire, WR7 4AZ

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Inspection date

Previous inspection date 23 April 2018 7 December 2017

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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 management team is passionate and enthusiastic about providing high-quality care and education for children. It fully understands the benefits of self-evaluation and since their last inspection, it has devised detailed improvement plans to enable the setting to continually move forward.  Children develop warm and affectionate relationships with staff. They are happy, settled and enjoy their time at the pre-school. They develop confident social skills in readiness for school.  Children build good links with their local community. They have frequent walks around the local area, share special events with others and invite visitors into the pre-school.  Teaching is good. Staff expertly ask questions to develop children's understanding and communication skills. They plan a good range of interesting activities to meet the individual needs of children.  Staff encourage children to behave well. They share their golden rules and develop

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This provision is good

children's understanding of good behaviour.

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It is not yet outstanding because:

 Although new systems to monitor and enhance staff's practice have been identified, such as through appraisal, supervision and peer reviews, these systems are not fully embedded to fully support and enhance staff's practice.  On occasions, staff do not explain clearly enough to parents how they can access current information or receive updates about their children's assessment and development.

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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

 implement and fully embed new systems identified for staff supervisions and ongoing support to enhance teaching practices  enhance ways of assisting parents on how to access information about their children's assessments to ensure they have a clear understanding of their children's progress.

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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 spoke to staff and children during the inspection.  The inspector completed a joint observation with the manager.  The inspector held a meeting with the manager. She 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.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The manager and staff have a good understanding of the procedures to follow and whom they must report to, should they have concerns about a child's welfare. Staff undertake effective risk assessments to provide a safe environment. The manager implements systems for the safe recruitment of staff. She checks their ongoing suitability and supports continued staff development. The manager and staff develop good partnerships with other settings, for instance, to support improvement, in order to share good practice and to enhance staff's teaching skills. Self-evaluation is effective. The management team implements effective monitoring systems to ensure children continue to make good progress. It strives to continuously improve the pre-school and seek the views of children, staff, parents and other professionals to continually improve their service. Recent training has increased staff's knowledge of safeguarding.

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Effectiveness of the leadership and management is good

Staff deploy themselves effectively, maintain ratios and supervise children well.

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Quality of teaching, learning and assessment is good

Staff know the children well and have a good knowledge of how they learn. They use their observations and assessments to plan effectively for children's next steps in learning. Staff provide a stimulating and enabling learning environment. They join in with children's play and children have an enjoyable time. They provide a variety of activities and themes to help maintain children's interest and to support their development. For example, younger children go hunting for 'dragons' as part of their St. George's day activities, while older children participate in forest school sessions. Staff provide children with clear explanations during their activities. Overall, parents receive information about their children's day, such as through discussions with staff, newsletters and open days at the pre-school. Parents state they are very happy with the service provided.

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Personal development, behaviour and welfare are good

Children settle quickly and develop strong emotional attachments to their key person. They show that they feel safe and talk confidently to visitors. Children are encouraged to adopt a healthy lifestyle. They have daily opportunities to be active and eat a well- balanced diet. Staff guide parents who provide packed lunches for their children to include healthy food and drinks. Children have opportunities to make decisions about where they will play. They pour their own drinks and demonstrate a good knowledge of hygiene routines, such as washing their hands after they have used the toilet. Children behave well and the atmosphere in the pre-school is calm. Staff regularly praise the children's efforts, which positively boosts their self-esteem.

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Outcomes for children are good

Children of all ages enjoy their learning and quickly gain the skills they need for the next stage in their learning. Individual children and groups of children are progressing well in relation to their starting points. This includes children who have special educational needs and/or disabilities and those who receive additional funding. Children are confident and eager learners, helping older children to be ready for school when the time comes.

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Setting details

Unique reference number 205215 Local authority Worcestershire Inspection number 1120428 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 - 9 Total number of places 36 Number of children on roll 75 Name of registered person Crowle Pre-School

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reference number

Date of previous inspection 7 December 2017 Telephone number 01905 380 031

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reference number

Crowle Pre-School registered in 1992. The pre-school employs 12 members of childcare staff. Of these, 10 hold appropriate early years qualifications, including two at level 6, one at level 4 and six at level 3, and one has achieved early years professional status. The pre- school opens from Monday to Friday during school term time. Before-and-after school sessions operate from Monday to Friday from 7.45am until 8.50am and from Monday to Thursday from 3pm until 6pm. Pre-school sessions are from Monday to Thursday from 9am until 3.45pm and on Fridays sessions finish at 12 midday. The pre-school provides funded early education for two-, 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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