Sticky Fingers Pre-School

Sticky Fingers Pre-School Wakefield Road, Copley, Halifax, West Yorkshire, HX3 0TP

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Inspection date

Previous inspection date 3 May 2018 3 December 2013

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This inspection: Outstanding 1

Effectiveness of the leadership and management Outstanding 1

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This inspection: Outstanding 1

Quality of teaching, learning and assessment Outstanding 1

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This inspection: Outstanding 1

Personal development, behaviour and welfare Outstanding 1

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This provision is outstanding

 Leaders are consistently ambitious and have a positive drive for improvement. They role model expectations very well and staff are motivated to achieve an extremely high level of commitment. Leaders support staff extremely well to extend their knowledge through embedded professional development and self-evaluation systems.  Children are confident to take the lead in their play and use exceptional imaginative skills to develop their own learning. Staff support children extremely well during activities through highly effective teaching skills.  Partnerships with parents are first class and they contribute to children's assessment and learning from the start. They receive useful information from the setting to support learning at home and ensure care and development are consistent. Parents speak very highly about staff and the rapid progress children make in their care.  The key-person system is highly effective. Children settle quickly from the start. Staff

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This provision is outstanding

visit families at home to support the transition into pre-school. Children feel emotionally safe and extremely secure.  Children are working quickly towards their targets and staff support them exceptionally well in reaching their next stages in learning.  The already highly qualified team of staff makes excellent use of further training opportunities to enhance the learning experiences they provide for children.

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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

 continue to enhance the superb tracking systems to monitor different groups of children and successfully broaden awareness of their progress even further.

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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 completed a joint observation with the manager.  The inspector held a meeting with the management team. She looked at relevant documentation, such as evidence of the suitability of all staff working on the premises and of the committee.  The inspector spoke to a selection of parents during the inspection and took account of their written views and opinions.  The inspector interacted with children at appropriate times during the inspection.

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Effectiveness of the leadership and management is outstanding

Leaders rigorously monitor the quality of provision and track the changing needs of children in their care. As a result, children are consistently engaged in extremely challenging activities and access resources suitable for their age or stage in development. Staff have an extremely secure understanding of safeguarding policies and procedures, promoting children's safety very well. They know how to make a referral if they have concerns relating to a child's welfare. Safeguarding is effective. Staff monitor children's progress meticulously and the manager is exploring further ways to develop the tracking systems to show the progress of different groups of children. Leaders use funding extremely well to support the individual needs of all children. For example, children enjoy regular educational outings and visitors to the setting, such as dance and drama groups.

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Quality of teaching, learning and assessment is outstanding

Staff work exceptionally well with other professionals to ensure they provide consistent development and care for children. They create a very detailed written learning picture for children through a collection of accurate assessments and focused observations showing their progress. They share these very well with parents and other professionals. Staff identify gaps in learning quickly and create clear targets for all children. Staff use these, and children's next steps in learning, to plan activities and opportunities meticulously for children indoors and outdoors. Staff skilfully ask children questions, allow them time to think, and challenge all areas of learning. For example, when children learn about the life cycle of a butterfly, they develop excellent mathematical language as they discuss size and shape and make predictions. Staff encourage children to describe the features of real-life caterpillars in cocoons to develop their language skills effectively.

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Personal development, behaviour and welfare are outstanding

Leaders and staff are excellent role models and promote an ethos of respect throughout the setting. Staff are calm, praise children and support them extremely well to understand expectations of acceptable behaviour. As a result, children are kind and show empathy for and understand other people. They develop excellent independence as they wash their hands, self-register for snack and dress themselves. Children read stories and discuss different people in the wider world. They understand how to acknowledge and celebrate the diverse communities they live in.

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Outcomes for children are outstanding

Children explore the highly exciting environment with a high level of confidence and are exceptionally motivated in their learning. They learn an extensive range of skills in preparation for school. Children use imagination skills to create their own activities and play ideas. For example, they turn cars upside down in the outdoor area and pretend to be mechanics. They use tubes to role play filling their cars up with fuel and use the water to wash them. Children are all making rapid progress from their individual starting points. They know how to keep healthy by enjoying fresh air daily and eating nutritious food.

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Setting details

Unique reference number 303832 Local authority Calderdale Inspection number 1063927 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 - 11 Total number of places 25 Number of children on roll 37 Name of registered person Sticky Fingers Pre School

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reference number

Date of previous inspection 3 December 2013 Telephone number 01422 329494

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reference number

Sticky Fingers Pre-School registered in 1999. It is in the grounds of Copley Primary School near Halifax. The pre-school employs seven members of childcare staff, all of whom hold appropriate early years qualifications at level 2 and above. One member of staff holds early years professional status and two hold childcare qualifications at level 6. The pre- school opens from Monday to Friday all year round. The setting provides a before- and after-school service for children attending Copley Primary School. Sessions for pre-school are from 9.05am until 3.05pm. The setting receives funding to provide free education for 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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