Alikats Community Pre- School

Alikats Community Pre- School Hightown Centre, Tunstall Close, Southampton, SO19 6RD

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Inspection date

Previous inspection date 11 July 2018 7 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

 The well-qualified and experienced managers work in close partnership with the management committee. They communicate regularly and implement policies and procedures that reflect changes in legislation to safeguard children effectively.  Children thrive in the well-planned environment. For instance, children use their arms and legs to make vehicles move, which supports their physical development very well.  Staff have created a role-play area where children can use tools, wear hard hats and enjoy operating a pretend concrete mixer. Children use their imaginations well.  Older children have lots of opportunities and willingly practise writing letters of their names in sand and with chalks. Younger children enjoy making marks with paint. This helps to support children's literacy skills extremely well.  Children demonstrate high levels of independence. For instance, all children hang their aprons on pegs after messy play and tuck chairs away to prevent accidents.

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It is not yet outstanding because:

 Sometimes, staff do not react quickly to the rising noise levels inside the pre-school, which means that occasionally they do not attend to children's needs promptly enough.  Occasionally, staff do not recognise that some children are not engaged during large- group times.

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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

 review noise levels so that the environment is always welcoming, encourages children to join in and consistently supports their emotional well-being  focus more closely on encouraging all children to be fully involved during group activities.

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Inspection activities

 The inspector observed staff's interactions with children.  The inspector took into consideration parents' verbal views.  The inspector carried out a joint observation with the manager.  The inspector sampled documents, including children's records, policies and training documents.  The inspector spoke with children at suitable times during the inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Staff have a secure knowledge of the reporting procedures to follow and swiftly report any concerns without delay. The management team closely monitors and identifies gaps in children's learning. It acts quickly to help children make further progress. For example, it provides mathematical training to enhance staff's teaching methods and knowledge. The management team carries out regular supervisions for staff and supports their continuous professional development. The setting has developed good working partnerships with other local settings. For instance, staff visit settings to observe practice and exchange ideas. This helps them to reflect and make further improvements to their provision. A clear development plan shows how the setting uses evaluation extremely well and continues to drive the setting forward. Partnerships with other professionals are strong and effective.

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Quality of teaching, learning and assessment is good

Staff plan enjoyable and exciting activities for children that are linked to their likes, interests and next stages of development. They place a strong emphasis on children's communication and language skills. For example, staff use skilful questioning and provide a narrative of what children are doing. Children learn about the world around them, for example, staff encourage children to talk to each other about places they are going to visit, including other countries. Children have plenty of opportunities to express themselves creatively. For example, they enjoy experimenting with paints and use materials, including sand and glue, to create pictures of the beach that they then discuss.

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Personal development, behaviour and welfare are good

Overall, an exceptionally strong partnership with parents contributes to the staff team's success in meeting children's needs as it helps them get to know the children well. It underpins very positive relationships across the pre-school. Staff successfully support children to learn good health and hygiene routines. For example, they encourage children to brush their teeth after meals and explain the benefits of good oral hygiene. Children behave well, and they can manage their own conflicts. For instance, they independently use a sand timer to take turns on popular bicycles. Staff praise children, however small their achievements are. This promotes their self-confidence and motivates them to persevere.

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Outcomes for children are good

Children make good progress from their unique starting points, including those who have special educational needs and/or disabilities. Staff encourage children to count and problem solve. For example, children excitedly build towers with different-shaped blocks and successfully find ways to make them balance. Children focus well as they anticipate items that staff introduce in a planned activity. They repeat words and learn good listening skills.

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Setting details

Unique reference number EY428011 Local authority Southampton Inspection number 1131327 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 24 Number of children on roll 40 Name of registered person Alikats Community Pre-School Committee

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reference number

Date of previous inspection 7 October 2015 Telephone number 023 8040 4415

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reference number

Alikats Community Pre-School registered in 2011 and is open Monday to Friday from 9am to 3pm during school term times. The pre-school employs seven members of staff, all of whom hold relevant early years qualification at level 2 or above. The pre-school receives funding to provide free early years 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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