Redland Pre-School

Redland Pre-School 126 Hampton Road, Bristol, BS6 6JE

p.1

Inspection date

Previous inspection date 22 May 2018 7 July 2015

p.1

3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

p.1

This provision requires improvement. It is not yet good because:

 Leaders do not ensure that staff fully understand their responsibility to notify them of any changes to their personal circumstances that may affect their suitability to work with children, including if they are living with a person who is disqualified.  Leaders and staff do not use observations effectively to assess and monitor children's learning, including through carrying out the required check on children's progress between the ages of two and three.  Leaders and staff do not use their partnerships with parents effectively to get a suitable understanding of children's needs and interests when they start attending the setting.  At times, the organisation of the day is disruptive to children's learning. For example, children spend time waiting for staff to prepare activities or to get snacks ready when they could be engaged in play.

p.1

It has the following strengths

 Children behave well. They are happy and settled. Children develop strong relationships with the staff and other children in the setting.  Staff work very well with other professionals to support families and children who have special educational needs and/or disabilities in the setting.  Leaders have a positive attitude towards making improvements to the provision and have made changes that benefit children. For example, they have developed a sheltered area outside to encourage more children to access the space.

p.1

What the setting needs to do to improve further

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

p.2

Due Date

 ensure that all staff are aware of their responsibilities to inform the provider of any changes to their circumstances which may affect their suitability to work with children 05/06/2018

p.2

Due Date

 develop procedures to assess and monitor the progress that children make, including through carrying out the required progress checks on children aged between two and three. 05/06/2018

p.2

Due Date

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

p.2

Due Date

 improve partnerships with parents to get a better understanding of children's interests and learning needs when they first attend the setting, and to support assessment and target teaching more effectively  review the organisation of the day to maximise the opportunities that children have to play and explore without disruption.

p.2

Inspection activities

 The inspector observed the quality of teaching, and the interactions between the staff and children.  The inspector looked at written documents, including staff files, policies, procedures, and risk assessments.  The inspector held a leadership and management meeting with the manager, and spoke to the staff and children at appropriate times during the inspection.  The inspector carried out a joint observation with the manager. She took into account the views of parents spoken to on the day of the inspection.

p.2

Effectiveness of the leadership and management requires improvement

Safeguarding is effective. Leaders and staff understand the procedures that they should follow if they have any concerns about a child's welfare. Leaders are aware of their responsibility to ensure that staff are safe and suitable to work with children. However, during the recruitment process, staff are not made aware of all changes to their personal circumstances that they must notify to leaders. Staff have sufficient support to develop their skills and knowledge. For instance, they take part in meetings to reflect on their practice and attend training to develop their skills further. For example, after attending a language course, a member of staff has created information sheets for parents to support their children's language at home.

p.3

Quality of teaching, learning and assessment requires improvement

Staff interact well with children. For instance, they are skilled at using questioning to support children's language development. Older children develop their literacy skills well. For example, staff talk to them about the letters in their names as they encourage children to write them on their work. Staff do not use their partnerships with parents effectively to get to know children's needs and interests on entry to the setting, and to help them plan effectively for their individual learning needs. They observe children's learning during their time in the setting. However, they do not use this information effectively to assess and monitor the progress that children are making. In addition, the provider cannot demonstrate that staff complete the required progress checks for children aged between two and three.

p.3

Personal development, behaviour and welfare require improvement

Staff support children's awareness of healthy lifestyles well. For instance, children have healthy snacks and enjoy taking part in physical play. They giggle as they move their bodies, pretending to be seeds growing in the sun. Staff support children to gain an understanding of the lives and backgrounds of people from other cultures. For example, they take part in cultural celebrations and use other languages in their songs. Children enjoy making their own choices about the resources they would like to use in their play. However, due to the organisation of the day, staff limit the resources available at times, and children have less choice about what they would like to play with after their snack.

p.3

Outcomes for children require improvement

Children gain some skills that prepare them for the next stage of their learning and the eventual move on to school. They develop social skills and confidence around others. Younger children develop imaginative play well and older children are keen and motivated to learn. However, due to weaknesses in monitoring and assessment, staff do not ensure that children make the best possible progress in their learning.

p.3

Setting details

Unique reference number 107033 Local authority Bristol City Inspection number 1126527 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 - 4 Total number of places 24 Number of children on roll 20 Name of registered person Redland Pre-School Limited

p.4

reference number

Date of previous inspection 7 July 2015 Telephone number 0117 9080455

p.4

reference number

Redland Pre-School registered in 1979. It is located in Redland near the centre of Bristol. The pre-school opens each weekday from 9.15am until 2.45pm during school term time. The pre-school receives funding for the provision of free early education for children aged two, three and four years. The committee employs five staff, all of whom have relevant qualifications at level 3 or above. The manager holds early years professional status.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5