Compton Pre-School

Compton Pre-School The Parish Room, Compton, Chichester, West Sussex, PO18 9HD

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Inspection date

Previous inspection date 26 June 2018 9 January 2018

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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 provider has worked closely with the local authority adviser to help raise the quality of practice to a good standard. The manager has a clear and accurate view of how to improve practice further.  Staff welcome children and families into this small and friendly pre-school. Children demonstrate a strong sense of belonging as they seek out their special member of staff. They greet their friends before settling quickly into the daily routine.  Staff focus on developing children's early communication and language skills. They know the children well, recognise their needs and plan for their next steps in learning through child-led interests. Children are working in line with typical development for their ages.  Staff establish clear boundaries that help children behave very well and keep safe. Children listen carefully, follow instructions and are kind and considerate to each other.  Good relationships exist between the pre-school and the local schools to which children

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This provision is good

transfer. Information about children's daily needs and achievements is shared with schools and other settings, where the care of children is shared.

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It is not yet outstanding because:

 The provider does not make the very best use of the processes and systems in place for coaching staff to help raise the quality of teaching practice to a higher level.  The staff team is not consistently successful in helping parents to understand how they can support their children's learning and development 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

 enhance the arrangements for the monitoring and coaching of staff and further raise the quality of teaching to an even higher level  strengthen the partnerships with parents further by better supporting them to be more involved in their children's learning and development at home.

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Inspection activities

 The inspector spoke to staff and children at appropriate times during the inspection. She observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector completed a joint observation with the provider and discussed the quality of teaching.  The inspector met with the provider and checked evidence of the suitability and qualifications of staff working with children, policies, procedures and the pre-school self-evaluation systems.  The inspector took into account the views of parents spoken to on the day of the inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Staff have a good understanding of child protection policies and procedures. The manager ensures that staff keep their safeguarding knowledge and training up to date. Staff are deployed well and ratios are maintained at all times. Staff effectively carry out risk assessments. They ensure the premises are safe, while still allowing children to learn about and manage risks in their play. The provider implements systems for the safe recruitment of staff and she checks their ongoing suitability. Policies and procedures are shared with parents, including procedures for raising concerns if required. Parents report that the pre-school is good for their children's development and they appreciate the wealth of outdoor learning opportunities their children experience in the local community.

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Quality of teaching, learning and assessment is good

Staff ensure that children are engaged and enjoy their learning. This contributes to the good progress children make. Children of all ages enjoy exploring how things feel. For example, they eagerly experiment mixing cornflour and water. Staff get down to the children's level and extend their learning. For instance, exploring soil and animals outdoors and engaging children in conversations. The provider has good systems in place to monitor children's progress and identify any gaps in their learning. Together with staff, they plan and target areas where children require more support. For example, when identifying mathematics as an area to develop, the provider worked with staff to focus more on mathematics. This has had a positive impact on children's learning.

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Personal development, behaviour and welfare are good

There are excellent relationships throughout the pre-school. Children talk about their experiences as they play, and effectively develop their self-esteem and confidence. An effective key-person system enables staff to build positive relationships with children and their families. This helps to support children's emotional well-being. Children are active, motivated and inquisitive as they make choices from the good range of resources and exciting play spaces indoors and outside. Children learn how to keep themselves healthy and safe. On hot days they are taught the importance of drinking water, applying sun cream and wearing hats.

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Outcomes for children are good

Children gain the skills they need for school, such as practising early writing, identifying shapes, and letters and the sounds they represent. They become independent from a young age. Using their well-developed social skills, children enjoy sharing and taking turns. They form good bonds with staff, and friendships with each other. Children are persistent and enjoy mastering new skills.

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Setting details

Unique reference number 113444 Local authority West Sussex Inspection number 1122005 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 2 - 5 Total number of places 16 Number of children on roll 12 Name of registered person Compton Pre-School

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reference number

Date of previous inspection 9 January 2018 Telephone number 02392 631 497 or 02392 631 249

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reference number

Compton Pre-School registered in 1988. It is open each weekday, between 8am and 4.30pm, during term time only. The pre-school is in receipt of funding for early education for children aged two, three and four years. There are three members of staff, all of whom hold early years qualifications ranging from level 3 to level 6.

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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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