South Ferriby Pre-School

South Ferriby Pre-School The Village Hall, Horkstow Road, South Ferriby, North Lincs, DN18 6HS

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Inspection date

Previous inspection date 15 June 2018 8 October 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

 The manager and staff work closely as a team and share the same passion and vision for the pre-school. They regularly review their practice to ensure they provide high levels of care. They have identified areas they would like to develop in the future.  Staff develop effective partnerships with other settings that children attend. This helps to provide continuity in children's learning.  Staff maintain a stimulating and well-planned environment. They provide a good range of exciting and challenging resources and activities, indoors and outside. Children are motivated learners who make good progress overall.  Staff maintain a welcoming, safe and secure environment and they supervise children well. Staff are good role models.  Children are happy and settled in this welcoming and friendly pre-school. Staff are calm, caring and respond well to children's individual needs. Children form close and trusting relationships with staff. This helps them to feel well cared for and safe.

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It is not yet outstanding because:

 The manager does not use incisive monitoring systems to help her to evaluate and raise the quality of teaching and learning experiences to an exceptional level.  Although staff develop strong relationships with parents, they do not gather sufficient detailed information from parents on entry and have not found consistent ways to help all parents support their children's learning at home.

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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

 use highly effective monitoring systems for staff practice to help to raise the quality of teaching and learning experiences to a consistently exceptional level  encourage parents to share more detailed information about children's capabilities on entry and provide greater opportunity for them to be involved in supporting their children's ongoing learning and development.

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Inspection activities

 The inspector viewed all areas of the premises used by the children, including the outdoor environment. She observed the quality of teaching during activities and assessed the effect this has on children's learning.  The inspector looked at evidence of the suitability of the committee and staff working in the provision. She also viewed a range of other documentation, including policies and procedures, children's records and planning documentation.  The inspector took account of the views of parents and carers spoken to on the day of inspection.  The inspector engaged in discussions with the staff and children throughout the inspection, at appropriate times.  The inspector held a meeting with the pre-school manager. She discussed the pre- school's self-evaluation with the manager.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. Staff understand the procedures they must follow if they have concerns about a child's welfare. Safeguarding practice is good. For example, staff complete daily safety checks on the premises. They involve children in these checks, which helps them to understand about their safety. Staff are supported through one-to-one meetings and they attend regular training opportunities. These have a positive impact on children as staff develop their skills and knowledge. Leaders monitor the progress of groups of children and support staff to close gaps in learning. Parents are very complimentary about the care their children receive.

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Quality of teaching, learning and assessment is good

Staff complete regular observations of children as they play, to identify their stage of development. They plan a wide range of imaginative learning experiences, which engages children in learning and supports them as they acquire new skills. For example, staff introduce simple questions to encourage children to use their developing language and exploratory skills during water play. Young children start to repeat and recognise the colours of the resources they are using as they play. Staff place a strong focus on increasing children's early literacy skills through enjoyable activities. For instance, staff introduce a book of the month and use this story to plan activities to challenge children's learning. Staff encourage children to use their creative skills. For example, as children pretend to camp in a tent, staff use well-worded questions to help them extend their thoughts and interests. The quality of teaching is consistently good and, on occasions, of a

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Personal development, behaviour and welfare are good

Children use good manners, share resources and are happily involved in routines that support independence. For example, they serve their own snacks and pour their own drinks. Children explore the wider world. For instance, they learn about a range of festivals from other cultures and go on regular walks in the local environment. Children learn about growth as they plant vegetables during focused activities. Staff prepare children well for when they move on to other settings, including school. For example, they have planned systems with local schools, such as lunchtime visits, to help children benefit from continuity.

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Outcomes for children are good

All children make good progress in their learning and development. They are confident communicators who are active learners. Children form close friendships with their peers and consider the needs of others. Many children recognise their written name. They demonstrate good counting skills and an interest in numbers. Children particularly appreciate the recent improvements made to the outside area where they can play, learn and be physical in all weather conditions. Children are well prepared for future learning in school and beyond.

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Setting details

Unique reference number 205722 Local authority North Lincolnshire Inspection number 1103103 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 24 Number of children on roll 20 Name of registered person South Ferriby Pre-School Committee

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reference number

Date of previous inspection 8 October 2014 Telephone number 07910 922435

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reference number

South Ferriby Pre-School registered in 1993. The pre-school employs three members of childcare staff. All staff hold appropriate early years qualifications at level 3. The pre- school opens from 8am until 3pm on Monday, Wednesday, Thursday and Friday, term time only. The pre-school also caters for a small number of early years children before school. It 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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