3-2-5 Pre-School

3-2-5 Pre-School Burghclere Down Community Centre, Berry Way, Andover, Hampshire, SP10 3RZ

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Inspection date

Previous inspection date 5 July 2018 26 November 2015

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 The manager does not effectively monitor observations and assessments of children’s learning. This means that staff do not consistently plan for individual children’s learning. At times, activities are not focused and meaningful, and do not consistently provide the appropriate level of challenge. Therefore, not all children make the progress of which they are capable.  The manager does not provide a fully effective training, monitoring and supervision process that focuses on improving staff’s quality of teaching. This particularly applies to staff’s interactions with children to support their communication and language development, particularly those who are not reaching expected levels of development and those who learn English as an additional language.  The manager does not use information from a variety of different sources to evaluate the quality of the provision effectively and make ongoing improvements.

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This provision requires improvement. It is not yet good because:

 The environment is not consistently stimulating to engage children throughout the day.

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It has the following strengths

 Children are well behaved. Staff act as good role models and demonstrate what they would like children to do. They manage the children’s behaviour well. Children play cooperatively with others and form positive friendships.  Staff work closely with parents, seeking their views and offering ongoing meetings. Parents are involved in their children’s learning and support this at home.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 improve training and support to raise the quality of teaching, in particular how staff support children's communication and language, especially for children who are not reaching expected levels of development and those who learn English as an additional language 06/08/2018

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Due Date

 monitor more precisely the quality of observations and assessments of children's progress so that swift support can be put in place to close any gaps in learning. 06/08/2018

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Due Date

To further improve the quality of the early years provision the provider should:

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Due Date

 use information from different sources to evaluate the quality of the provision and make ongoing improvements, such as monitoring of the quality of staff's teaching, and learning and assessment for different groups of children  ensure that the environment remains stimulating and welcoming so that the children remain motivated and interested throughout the day.

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Inspection activities

 The inspector observed the children in the hall and outside in the garden.  The inspector sampled documents, including policies, and children's and staff's records.  The inspector held discussions with the staff at appropriate times during the inspection.  The inspector spoke to the parents to seek their views on the setting.  The inspector completed a joint observation with the manager.

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Effectiveness of the leadership and management requires improvement

Safeguarding is effective. Staff know how to keep children safe and what to do if they have concerns about a child's safety. Staff receive mandatory training on safeguarding, food hygiene and health and safety, and all have paediatric first-aid training. The manager seeks parents' feedback and makes changes, such as introducing parents' planning boards. However, self-evaluation is not fully effective. It does not take information from a variety of sources; for instance, tracking and monitoring of children's learning. The manager does not focus coaching and supervisory meetings on raising the quality of teaching to a consistently good standard. The manager is unable to effectively identify if staff are meeting the needs of all children, or groups of children, and does not swiftly put in place plans to support those children's learning. The manager does not have consistently high expectations of what the children can achieve nor high enough

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Effectiveness of the leadership and management requires improvement

expectations of how the staff can provide for these children. Too much time passes between assessment and action, and gaps in children's learning do not close quickly.

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Quality of teaching, learning and assessment requires improvement

Although staff collect some information on the children's learning and development when children start, this is not always accurate or complete. Staff do not assess and observe all areas of development and learning consistently. This means that staff do not consistently provide activities for children that meet their individual learning needs well. Staff do not consistently support children's communication and language. For example, at times, they ask too many closed questions and do not give children sufficient time to think and respond. As a consequence, opportunities for learning can sometimes be missed. Children learn 'all about me' and explore what their faces look like, use an obstacle course to explore how their bodies work and how they are different from each other. Staff follow the children's interests and adapt activities. For instance, children enjoy working together to build a train out of large blocks and 'travelling' on it to Disneyland.

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Personal development, behaviour and welfare require improvement

Children form close relationships with the adults who care for them, and readily approach staff to play with them, such as kicking balls to each other outdoors. They sit and eat their snack and lunch sociably. They eat and pack away their lunches into their lunch boxes confidently and independently. Overall, children benefit from a well-set-up area inside and outside, with clearly defined areas for play. They move freely between the indoors and outdoors making choices in their play. However, staff start to pack away the toys and resources after lunch and so children become bored and restless at times.

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Outcomes for children require improvement

Not all children make the best possible progress as the monitoring of individual children and groups of children is not consistently accurate. Nevertheless, children gain some useful skills for the next stage in their learning. They learn the names of shapes and sort counters by colour. Children join in pretend play and use their imaginations well.

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Setting details

Unique reference number EY285836 Local authority Hampshire Inspection number 1129065 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 - 5 Total number of places 30 Number of children on roll 46 Name of registered person 3-2-5 Pre-School Playgroup Committee

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reference number

Date of previous inspection 26 November 2015 Telephone number 07944 220 280

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reference number

3-2-5 Pre-School registered in 2004. It operates from Burghclere Down Community Centre in Andover, Hampshire. The pre-school is open each weekday during term time from 9.15am to 2.15pm. The pre-school employs eight members of staff, who all hold an early years qualification to at least level 2 or above. The setting receives funding to provide free early education to children aged two, three and four years.

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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

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