Longford Pre-School Playgroup

Longford Pre-School Playgroup Old Court, 129 High Street, Newport, Shropshire, TF10 7BH

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Inspection date

Previous inspection date 23 May 2018 16 December 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

 Staff are very warm and welcoming to all children in the setting. They effectively meet the needs of children who have special educational needs (SEN) and/or disabilities and who speak English as an additional language. Activities and resources are adapted accordingly to allow all children to develop in their learning and to ensure inclusion.  Staff gather detailed information from parents about what children already know and can do before they start at the setting. This helps to inform initial assessments and enables staff to plan more precisely for children's learning. Children make good progress in their learning.  Staff skilfully provide maximum levels of challenge to extend the learning for the most- able children taking part in planned and focused activities.  Overall, the dedicated and committed manager and committee reflect effectively on the provision and identify areas to improve. The team constantly evaluates its practice and

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This provision is good

uses action plans to improve the outcomes for children.

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It is not yet outstanding because:

 Staff do not always maximise the learning opportunities for children who prefer to play outside.  Staff do not yet fully engage with other settings that children attend to share and gather information to fully promote children's continuity in care and learning.

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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

 develop the outdoor area further to incorporate learning experiences, which are rich and varied for children who prefer to play outside  strengthen the links with other settings children attend to support consistency in children's experiences and development.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this had on children's learning.  The inspector completed a joint evaluation of an activity with the deputy.  The inspector spoke to the deputy, staff and children at appropriate times. She looked at relevant documentation and checked the suitability of persons working on the premises.  The inspector took into account the views of parents.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff have a secure understanding of child protection procedures. They know to act promptly should they have any concerns about a child's welfare. The manager is effective in improving the quality of staff practice. For example, she organises relevant training and uses individual supervisory meetings to discuss staff development. Staff have developed a secure knowledge of the use of strategies, such as signing, to support children's communication skills. Partnerships with parents are good. Staff share information with parents through a variety of different ways. Parents state that the staff know their children well and that they feel valued as they are involved with all aspects of their children's learning. Staff have successful strategies in place to monitor and track children's progress. This enables staff to identify any possible gaps in children's learning and quickly respond to help them catch up.

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Quality of teaching, learning and assessment is good

Staff observe children and track their progress to clearly show where the children are in their learning. Meaningful and interesting activities help to promote children's learning. Staff are skilful in making learning enjoyable, in particular, children's mathematical development. Children use socks to measure each other and count how many socks they use as they begin to understand numbers. Staff support children's language development effectively. Children and staff join in with songs and engage in interesting conversations. Children are happy to speak in group situations, voice their opinions and contribute their ideas. Staff help children to develop an interest in print. For example, children recognise their name on their coat hook and on their own place mat at mealtimes.

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Personal development, behaviour and welfare are good

Children develop very secure attachments with all staff. This promotes children's emotional well-being very well. Children develop strong independence skills. They relish the role of 'helper of the day' as they take on extra responsibilities. Children's behaviour is good. Staff clearly communicate behavioural expectations and are good role models to the children. Staff use opportunities well to develop children's awareness of their own health through everyday activities. Children learn about the importance of washing their hands before snack and mealtimes. Their physical skills are promoted well. Daily opportunities for outdoor play and fresh air helps to support children's understanding of healthy lifestyles.

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Outcomes for children are good

All children, including those who have who have SEN and/or disabilities, gain the necessary skills needed for their eventual move on to school. Children are keen and motivated to learn. They confidently lead their own play and they independently choose from the varied resources available. Children develop good social skills, such as turn taking and listening, which prepares them well for meeting new friends and following instructions.

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Setting details

Unique reference number 208229 Local authority Telford & Wrekin Inspection number 1103153 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 5 Total number of places 36 Number of children on roll 21 Name of registered person Longford Pre-School Playgroup Committee

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reference number

Date of previous inspection 16 December 2014 Telephone number 01952 810280

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reference number

Longford Pre-School Playgroup registered in 1974. It operates in Newport, Telford. The pre-school employs four members of childcare staff. All hold appropriate early years qualifications at level 3 or higher. The pre-school is open during term time on Monday and Tuesday from 9.15am to 12.15pm and on Wednesday, Thursday and Friday from 9.15am to 3pm. 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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