Hampton Magna Preschool

Hampton Magna Preschool Community Centre, Field Barn Road, Hampton Magna, Warwick, CV35 8RT

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Inspection date

Previous inspection date 8 June 2018 26 November 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 have a good knowledge of children's interests and use these to provide an inviting setting that encourages children to explore and learn. Children make good progress in all areas of development.  Children and their families are warmly greeted by staff on arrival and welcomed into the pre-school. Children arrive happy and eager to play, and settle quickly.  Staff get to know individual children and their personalities well, including their routines. Effective key-person arrangements help children to feel secure and ensure their needs are met.  Staff have a good understanding of safeguarding procedures and their responsibilities should they have any concerns about a child. They are familiar with new initiatives in this area to prevent children being placed in situations where they may be at risk.  The manager and staff have developed good partnerships with parents. For example, they communicate with them in a variety of ways and hold parents' evenings to share

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This provision is good

information about their children's learning.

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It is not yet outstanding because:

 At times, some staff do not support or extend learning opportunities during planned activities, to promote children's development fully.  The organisation of some group activities for younger and less-confident children does not consistently engage them and encourage their participation fully.

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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

 strengthen further staff's practice with regard to enabling them to extend and challenge children's learning consistently during planned activities  develop the organisation of activities for younger and less-confident children, so that they can fully participate and engage in the learning experiences provided.

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Inspection activities

 The inspector observed activities and staff's interactions with children indoors and outdoors.  The inspector spoke to children, staff and the manager at appropriate times during the inspection.  The inspector took part in a joint observation with the manager.  The inspector viewed a range of written documentation and tracked some children's progress.  The inspector spoke to parents to gain their views about the setting and staff.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff know about their role in reporting any concerns about a child through local referral procedures. The manager provides regular feedback about staff’s performance, which assists staff to assess the quality of the provision continually and meet the children's individual needs. Regular meetings with the team allow time to reflect on practice and drive improvement. Procedures for staff recruitment are robust. Parents comment positively on how staff support children and their families and work closely with them to promote consistency in children's care and learning.

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Quality of teaching, learning and assessment is good

Staff are well qualified and understand how children learn and develop. They provide children with an environment that motivates them to explore independently. The manager and staff effectively monitor the progress of individual and different groups of children. This enables them to identify any gaps in children's development and take steps to close these. For example, when staff recognise that a child is not progressing as well in mathematics as in other areas, they plan activities to address this. They seek advice and support from other professionals, such as speech and language therapists, when needed. Staff help children to think through and communicate their ideas well. For instance, as staff recall the story of 'Jack and the Beanstalk', they encourage children to talk about how Jack got the beans and what happens next in the story.

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Personal development, behaviour and welfare are good

Children are very happy and settled at the setting. Parents confirm that their children settled very quickly when they started and thoroughly enjoy their time. Children have formed strong bonds with staff and other children, but also demonstrate the independence to play on their own. Staff provide children with daily opportunities to be active. For example, in the garden, children use different climbing equipment and enjoy having the space to run around and be exuberant. Children behave well. Staff promote a polite and courteous environment. Children quickly learn how to share and take turns with toys and play cooperatively with their friends.

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Outcomes for children are good

All children make good progress from their starting points, including those who are in receipt of additional funding and those who have special educational needs (SEN) and/or disabilities. They gain the skills needed for school, such as independence, confidence and self-control. All children, even the youngest, are learning to manage their own personal needs. For example, they wash their hands, use the toilet and get ready to go outside.

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Setting details

Unique reference number 200607 Local authority Warwickshire Inspection number 1103053 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 35 Number of children on roll 16 Name of registered person Hampton Magna Pre School Committee

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reference number

Date of previous inspection 26 November 2014 Telephone number 01926 491432

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reference number

Hampton Magna Preschool registered in 1985. The pre-school is open Mondays, Wednesdays, Thursdays and Fridays from 9.30am to 4pm, during school term time only. The pre-school employs three members of childcare staff, two of whom hold appropriate early years qualifications at level 3. The manager holds a level 6 qualification. The pre- school provides funded early education for three- and four-year-old children. It supports a number of children who have SEN and/or disabilities and receives support from the local authority.

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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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