Little Robins Preschool

Little Robins Preschool United Reformed Church, 274 Trentham Road, Stoke On Trent, ST3 4AY

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Inspection date

Previous inspection date 9 May 2018 Not applicable

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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3

Outcomes for children Requires improvement

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

 Staff have not completed the progress check for some children aged between two and three years.  Teaching is not yet consistently good, especially in the pre-school room. Staff's knowledge of how to promote letters and sounds is not fully accurate.  During some group activities, staff do not adapt their teaching to fully support the younger and older children to make consistently good rates of progress.  Leaders' monitoring of staff's teaching is not yet precise enough to identify all weaknesses in teaching quickly.

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It has the following strengths

 Self-evaluation includes the views of others. The provider is responsive to the feedback she receives. She has listened to parents' suggestions and improved the daily handover staff give to them to help enhance continuity in care between home and the setting.  The quality of care staff give children is good. They are attentive to their needs, especially those of young babies. Children of all ages have strong bonds with staff.  Staff effectively use resources to build on children's interests. For example, they provide dolls for younger children who enjoy pretending to care for them.  Staff promote children's positive behaviour effectively to help them learn how to behave well. All children are learning how to be kind to others and share toys.  Children develop a generally good awareness of the world. Staff talk to them about people who have different professions, such as window cleaners. They explore the

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It has the following strengths

differences between red and green apples and how oranges grow.

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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

 ensure staff complete the progress check for all children aged between two and three years and provide parents with a short written summary of their children's development. 09/06/2018

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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

 provide professional development opportunities to strengthen staff's knowledge of how to support older children to correctly link sounds to letters and to understand the difference between letter names and sounds, in order to support children to make good progress in their literacy development  take more account of the needs of younger and older children when providing group activities to help children with different abilities achieve consistently good outcomes  improve the monitoring of staff practice to help identify and address all weaknesses in teaching quickly and raise the quality of practice to a consistently good standard.

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Inspection activities

 The inspector observed the quality of teaching during a range of activities in the baby and pre-school rooms and assessed the impact this has on children's learning. He completed a joint observation with the deputy manager.  The inspector held a meeting with the deputy manager in the provider's absence. He discussed staff performance management and professional development, safeguarding and self-evaluation with her.  The inspector conducted a tour of the premises. He looked at relevant documentation and evidence of the suitability of staff working in the setting.  The inspector spoke with children during the inspection. He viewed parents' written feedback and took account of their views.  The inspector spoke with staff about children's learning and the procedures for child protection and health and safety.

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Effectiveness of the leadership and management requires improvement

The provider and deputy meet with staff to discuss any concerns and identify their professional development needs. They have recently introduced a revised system for observing staff’s teaching. However, they have not embedded this fully to identify and tackle all areas of underperformance, such as the parts of teaching that are not yet good. Monitoring helps to identify gaps in individual children's progress. Staff share their concerns about children's development with parents and contact other agencies for support quickly. Safeguarding is effective. All staff are knowledgeable about how to identify abuse or extreme behaviours that might put children at risk. They know how to report concerns about children's welfare. The provider robustly vets all staff to help ensure they are suitable to work with children. Staff carefully consider any potential risks to children in the setting.

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Quality of teaching, learning and assessment requires improvement

Staff do not complete the progress check for some children aged between two and three years. Staff do not act quickly enough to ensure that they complete the check for these children. This means not all parents receive a short written summary of their children's progress between two and three years. The quality of teaching is variable. While teaching in the baby room is strong to help very young children develop the skills they need for the next stage in their learning, teaching in the pre-school room is weaker. For example, staff do not teach children accurately to help them differentiate between letter names and sounds. When younger and older children take part in activities together, this sometimes leads to teaching not being adapted to meet all their needs. For instance, staff encourage all children to sort letters from numerals. However, younger children do not yet fully understand the difference between them and therefore need more support. This results in

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Quality of teaching, learning and assessment requires improvement

older children not always being challenged to fully extend their learning. Overall, staff do work well with parents to help involve them in their children's learning. This includes gathering information from parents about children's capabilities and encouraging parents to help continue their children's learning at home.

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Personal development, behaviour and welfare are good

Staff carefully manage children's move from the baby room to the pre-school room and then on to school. For example, they have planned for children who are due to start at school to meet their teachers and to try on their uniform to help them develop positive attitudes about their move. Staff effectively promote children's healthy lifestyles. The food provided to children is nutritious and staff teach children good hygiene routines.

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Outcomes for children require improvement

Due to the quality of teaching being variable, not all of children's outcomes are consistently good, specifically for those children in the pre-school room. Despite this, babies are developing expected social, communication and physical skills. They play alongside other children and hold pretend fishing rods as they try to pick up toy sea creatures. The babies say 'pull' as they raise their rods into the air. Children develop suitable self-care skills. At mealtimes, they can get their own cutlery.

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Setting details

Unique reference number EY547868 Local authority Stoke on Trent Inspection number 1110051 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 0 - 5 Total number of places 24 Number of children on roll 29 Name of registered person Laura Philippa Robinson

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reference number

Date of previous inspection Not applicable Telephone number 07542363441

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reference number

Little Robins Preschool registered in 2017. The setting employs eight members of childcare staff. Of these, seven hold appropriate early years qualifications at level 2 or above. The setting opens from Monday to Friday, from 7.30am to 6pm, all year round, except for one week at Christmas, one week in February and bank holidays. The pre-school receives funding to provide free 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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