Little Explorers Of Cookridge

Little Explorers Of Cookridge Tinshill Road, Cookridge LS16 7DG

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Inspection date 17 September 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n Children form positive relationships with their key person. This helps to ensure that children's individual care and emotional needs are effectively met. n Parents are very complimentary about the pre-school. They are kept well informed about their children's activities, achievements and welfare. n Staff effectively work together to identify areas for development. For example, they attend staff meetings and make plans to help them make positive improvements. n Staff make good use of questions to help promote children's thinking skills. They engage children in discussions which help to support their communication and language development. n Staff have developed effective partnerships with all other settings that children attend and local schools. This helps raise standards of care and learning, and to ensure that children's move on to school is smooth.

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It is not yet outstanding because:

n There is some inconsistency in targets set for individual children's future learning, which means children do not always make the best possible progress. n Although staff gather a good amount of information from parents of babies and toddlers, they do not always gather sufficient detailed information from parents of older children on entry. n Occasionally, staff do not always consider how children of different ages can be fully involved when taking part in planned activities together.

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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

n set more ambitious targets for children's planned next steps for learning that help them make more rapid rates of progress n gather more detailed information from the parents of older children about children's capabilities on entry n support staff in taking more account of the different ages of children when planning group activities so all children are fully involved.

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What the setting needs to do to improve further

Inspection activities n The inspector checked evidence of the suitability and qualifications of staff working with children. She discussed the method for self-evaluation and the impact this has on the pre-school. n The inspector spoke to parents and carers during the inspection, and took account of their views. n The inspector viewed all areas of the premises used by the children. She observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector carried out a joint observation with the manager. She engaged in discussions with the staff and children throughout the inspection at appropriate times. n The inspector looked at children's records, observation and assessment files, planning documentation and a selection of policies.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff have a secure knowledge of the procedures to follow should they have concerns about children's welfare. Recruitment of new staff is rigorous and effective steps are taken to ensure they are suitable to work with children. Staff are aware of the importance of keeping children safe and regular checks on the environment help staff to identify any potential risks. The manager gathers information about the progress made by individual children and groups of children. She uses this information successfully to identify where extra support is needed. For example, staff attend training to help improve their knowledge and close gaps in children's development. The manager offers regular supervision meetings to all staff which helps to ensure they feel valued and supported. She oversees educational programmes to help ensure that children make good progress, overall. The special educational needs coordinator works closely with

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Effectiveness of leadership and management is good

parents and other professionals. This helps to promote a collaborative approach to meet the individual needs of all children.

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Quality of teaching, learning and assessment is good

Staff organise the environment well so that children can choose from a wide range of stimulating activities and resources. For example, staff support children to make their own play dough. Children explore a very good range of differing media, such as sand, water and paint. Staff help to promote young children's mathematical development well. For example, they use appropriate language to improve their awareness of colour, quantity and number. Children gain a good knowledge and understanding of diversity and enjoy a range of activities, discussions and resources. Staff complete ongoing observations of children which help them track their progress, and identify and narrow any gaps in their learning, overall.

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Personal development, behaviour and welfare are good

Children's behaviour is very good. They learn to share and have consideration for others. Children have regular opportunities to be active and engage in physical play. For example, they play in the stimulating garden and are involved in regular trips into the community. This includes visits to local shops where they buy baking ingredients. Staff promote good hygiene practice. For example, they remind older children to wipe their nose and wash their hands.

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Outcomes for children are good

All children, including children who have with special educational needs and/or disabilities, gain essential skills in preparation for starting school. They make good progress, overall, and enjoy their time in the pre-school. Children are confident and motivated to learn. Older children develop their early mark-making skills. For example, they draw pictures of themselves and add their names to their handiwork. Younger children explore their senses as they run sand through their fingers. Children enjoy manipulating dough, which helps to strengthen the small-muscles in their hands.

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Setting details

Unique reference number EY535992 Local authority Leeds Inspection number 10076664 Type of provision Full day care

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childcare on non-domestic premises Age range of children 2 - 4 Total number of places 50 Number of children on roll 44 Name of registered person Riley, Joanne Lindsey

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reference number

Date of previous inspection Not applicable Telephone number 07855492502

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reference number

Little Explorers of Cookridge registered in 2016. The pre-school employs 11 members of childcare staff. Of these, nine hold appropriate early years qualifications at level 2 and above. The pre-school opens during term time. Sessions are from 9am until 3pm Monday, Tuesday, Thursday and Friday and from 8.30am until 11.30am on Wednesday. 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.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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