Tykes Pre-School

Tykes Pre-School Tilgate Community Centre, Shakleton Road, Tilgate Crawley, West Sussex, RH10 5DF

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Inspection date

Previous inspection date 12 June 2018 5 October 2015

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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 experienced and enthusiastic. Their calm and positive approach helps to create a nurturing atmosphere where children feel happy, settled and relaxed. Children form close bonds with staff and very much enjoy their time at the pre-school.  The manager regularly evaluates the effectiveness of the pre-school. She looks for any differences in the learning of groups of children and makes positive changes, such as focusing on the literacy skills of boys.  There are effective partnerships with professionals to help meet the needs of the children. The manager and staff work closely with local speech therapists to share expertise and support children with language delay. All children, including those who have special educational needs, make good progress from their starting points.  Partnerships with parents are strong. The manager and staff encourage regular communication and involve parents in all aspects of their children's learning. They value

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This provision is good

parents' contributions and regularly discuss children's interests and next steps.

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It is not yet outstanding because:

 The manager does not monitor staff performance rigorously to help set precise areas for further improvement for all staff and achieve outstanding practice.  Occasionally, staff miss opportunities during their interactions with children to fully extend their thinking skills.

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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

 monitor staff practice more closely and set precise targets for their professional development to help raise the good quality of their practice further  make full use of interactions with children to extend their thinking skills further.

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Inspection activities

 The inspector observed teaching practices and the impact these have on children's learning.  The inspector held discussions with the manager, staff, children and parents.  The inspector read some of the pre-school's documentation, including the safeguarding policy and procedures.  The inspector sampled children's development information and records.  The inspector completed a joint observation with the manager and discussed children's play, learning and progress.

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Effectiveness of the leadership and management is good

The dedicated manager has high expectations for the children. She works closely with staff to evaluate the effectiveness of the pre-school and make improvements. They have recently focused on creating a new outdoor area for children to explore natural resources and wildlife. Overall, the manager supports her staff well to continue to develop their knowledge and skills. Staff benefit from good training opportunities, guidance and support and complete further childcare qualifications. After recent training, they have developed their understanding of children's behaviour and how to help children manage their own feelings. Safeguarding is effective. The manager and staff attend safeguarding training and have a good understanding of how to deal with any child protection concern.

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Quality of teaching, learning and assessment is good

Staff observe children regularly and assess their development closely. They focus on different children each week and plan successfully to support their current interests and next steps in learning. For example, children enjoy exploring a well-resourced home corner, enthusiastically using fresh vegetables in their role play. Staff join in with children's play well and support their mathematical skills successfully. For instance, they challenge children to weigh potatoes and work out how many carrots there will be if they snap them all in half. Staff support children's communication skills effectively and show a genuine interest in children's lives. They encourage plenty of conversation, listen carefully to what children say and give children enjoyable opportunities to sing familiar songs.

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Personal development, behaviour and welfare are good

Staff are sensitive towards children's needs and support their emotional well-being successfully. They regularly talk to children about good behaviour and remind them of their expectations. Children are very physically active and enjoy continuous access to stimulating outdoor play and exercise. They show good balance, coordination and physical development as they confidently use climbing equipment and bicycles. Children are kind and considerate of others and happily include each other in their play, making sure everyone has a turn. For example, they work together to build sandcastles and celebrate when they stand up on their own. Children are independent and enjoy responsibilities such as cleaning the table before snack and serving their own food.

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Outcomes for children are good

Children are confident, motivated and eager learners. They quickly develop the skills they need for the next stage in their learning and for school. Children have a strong understanding of shapes and discuss how two triangles put together can make a square. They express themselves confidently and enjoy sharing their ideas during group activities. Children are very imaginative and creative and pay good attention to detail as they paint, draw and explore dough. They are willing to try new things and have a go.

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Setting details

Unique reference number EY398546 Local authority West Sussex Inspection number 1130526 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 32 Number of children on roll 26 Name of registered person Victoria Rodena Bailey

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reference number

Date of previous inspection 5 October 2015 Telephone number 07967660788

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reference number

Tykes Pre-School registered in 2009. It is one of two privately owned pre-schools. It is open between 9am and 2.30pm each weekday, during term time. The pre-school receives funding for the provision of free early education for children aged two, three and four years. There are four members of staff, two of whom hold relevant qualifications between level 3 and early years professional status.

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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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