Tas Valley Pre-school and Playgroup

Tas Valley Pre-school and Playgroup Tasburgh Village Hall, Grove Lane Tasburgh, Norwich, Norfolk, NR15 1LR

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Inspection date

Previous inspection date 19 June 2018 1 November 2017

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This inspection: Good 2

Previous inspection: Requires Improvement

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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

 The committee and staff have swiftly addressed the weaknesses raised at the last inspection, improved the quality of the pre-school and raised it to a good standard. They continue to evaluate the quality of the provision and implement effective action plans to drive further improvements.  Staff provide a stimulating and welcoming environment that keeps children motivated and interested. Children build secure emotional attachments with staff. They happily play alongside staff, who join in with enthusiasm to support their learning. Children make friends and learn how to be kind, caring, share resources and take turns.  Children enjoy spending time outdoors. They are busy and active in the fresh air. This helps to promote their good health. Outings locally, such as to the community allotment or park, broaden children's learning experiences.  Parents are fully involved in the life of the pre-school. They speak highly of the care

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This provision is good

their children receive and how well staff support families. Staff work closely with parents and professionals to secure additional help for children who need early support.

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It is not yet outstanding because:

 Staff do not always gather detailed information about children's prior learning to enhance individualised and well-focused plans for learning on entry to the pre-school.  Although teaching is good overall, staff are not always highly skilful in recognising and using opportunities within daily routines to deepen children's 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

 gather more precise information from parents about children's prior achievements at home, so that highly focused plans for learning can be implemented at the earliest opportunity  help staff to recognise and use opportunities within daily routines to deepen children's learning.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector spoke with staff and children during the inspection.  The inspector completed a joint observation with the manager.  The inspector held a meeting with the manager. She looked at relevant documentation and evidence of the suitability of staff working in the pre-school.  The inspector spoke to a number of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The committee takes its responsibility seriously. They ensure all committee members are known to Ofsted and follow robust systems to check the suitability of their members. In addition, robust recruitment, vetting and induction procedures ensure that all staff working with children are suitable. Staff have a clear understanding of the procedures to follow if they have concerns about a child. Clear policies, procedures and risk assessments are implemented well to ensure that children's safety and welfare are protected. The manager has strengthened the systems to monitor staff performance. She provides opportunities for staff to reflect and share practice and to access training courses. This helps extend staff's skills and improve outcomes for children.

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Quality of teaching, learning and assessment is good

Staff are well qualified and demonstrate a good understanding of how children learn and develop. They monitor children's progress closely and identify where extra individual support may be required. Careful planning ensures the activities on offer reflect children's interests, as well as supporting their next developmental steps. Children actively explore their surroundings, choosing what they would like to do next. They imaginatively role play going on a train journey. Staff interact purposefully, for example, questioning where they are going, to engage children in conversation and help them build on their ideas. Children enjoy investigating how things feel. For instance, they eagerly handle rice and coloured ice cubes. They experiment, exploring the change in texture and colour as the ice cubes melt into the rice. Children become immersed in creative activities and show real pride in their achievements. Staff weave mathematics into activities. For example, they encourage

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Quality of teaching, learning and assessment is good

children to count and compare size while playing with dough.

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Personal development, behaviour and welfare are good

Children are happy, confident and flourish in the pre-school environment. They are familiar with the daily routines, which helps to support their emotional well-being. Children are keen to show what they can do and enjoy the frequent praise from staff for their efforts and achievements. Staff are good role models. They explain the boundaries to children in a way that they understand, and children behave very well. Children's good health is promoted well. They understand and adopt good hygiene routines, for example, washing their hands before eating. Staff help children to develop an awareness of healthy eating and protecting themselves in the sun. Very effective relationships are in place with the local school to support children as they move on in their education.

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Outcomes for children are good

Children develop a good foundation for future learning in readiness for starting school. This includes those who receive funded education. Children learn valuable social skills and manage their self-care skills relevant to their age. They listen well to adults and respond positively to instructions. Children develop good early writing skills and learn that print carries meaning. They concentrate well and show determination to achieve tasks.

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Setting details

Unique reference number 254307 Local authority Norfolk Inspection number 1117740 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 26 Number of children on roll 39 Name of registered person Tas Valley Pre-School and Playgroup Committee

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reference number

Date of previous inspection 1 November 2017 Telephone number 07517 042308

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reference number

Tas Valley Pre-school and Playgroup registered in 1992. The pre-school employs five members of childcare staff. Of these, four hold appropriate early years qualifications at level 2 or above. The pre-school opens from Monday to Friday during term time only. Sessions are from 9am until 3pm on Mondays and Tuesdays, and from 9am until midday on Wednesdays, Thursdays and Fridays. 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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