Collingham and District Pre-School (registration until: 14 Feb 2026)

Collingham and District Pre-School Wesley Rooms, High Street, Collingham, Newark, Nottinghamshire NG23 7NG

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Inspection date 19 September 2018 Previous inspection date 19 October 2017

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This inspection: Good 2

Previous inspection: Requires improvement 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 The manager and committee have made significant improvements to the pre-school since the last inspection. They support the staff well through supervision meetings. Staff discuss professional development opportunities to extend their teaching practice to help them improve outcomes for children. n Staff now gather clear information from parents about their child at the start of their placement. This gives staff an understanding of children's individual needs and helps them plan appropriate next steps for their learning. n Well-qualified staff interact enthusiastically with children. They provide a wide range of activities and resources, which engage and interest children. Children choose happily from the different activities on offer and appreciate the choices available to them. n Children are well prepared for their future and starting school. They develop good self- help skills, confidence and independence. Staff patiently encourage them to do things

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The provision is good

for themselves. n Staff are good role models. They teach children to build friendships and to behave well. Children play cooperatively together. They learn to take turns, be polite and are beginning to learn to show respect and tolerance for each other.

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It is not yet outstanding because:

n Management's monitoring of children's progress is not rigorous enough to analyse the progress made by different groups of children. n Occasionally, the planning of adult-led activities is not effective enough to enable children to meet the learning intentions set and to support high quality teaching and learning.

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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 focus more precisely on comparing the progress made by different groups of children to increase the potential for them to achieve rapid progress in their learning n review the planning of adult-led activities and how they are delivered to raise teaching standards to the highest level.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector spoke with staff and children during the inspection. n The inspector held a meeting with the pre-school manager and provider. He looked at relevant documentation and evidence of the suitability of staff working in the pre- school. n The inspector spoke with a selection of parents during the inspection and took account of their views. n The inspector completed a joint observation with the pre-school manager.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff have a good understanding of how to keep children safe and know how to report any concerns. The manager and committee have suitable recruitment procedures to help ensure that new staff are appropriate to work with children. Staff now take part in regular supervision meetings and complete mandatory and specialist training. For example, all staff have completed paediatric first-aid and food hygiene training. This means children benefit from up-to-date knowledge. Recent professional development training has also led to the introduction of a weekly mathematics challenge for children. Staff work effectively in partnership with local schools and other relevant agencies. They understand the importance of a coordinated approach and share important information, to help provide consistency in children's care and learning. Additional funding received for children is used thoughtfully to support

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Effectiveness of leadership and management is good

their good progress, meet their individual needs and provide new learning experiences.

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Quality of teaching, learning and assessment is good

Staff understand how children learn through play and gain good knowledge of the children's needs. They work closely with parents to get a good insight into what children can already do when they start at the pre-school. Overall, staff interact well with children and provide good-quality teaching, helping to progress children's learning and development. For example, children make pictures with pasta pieces and coloured pompoms. They make choices about decorations and develop their small-muscle skills as they glue these to paper plates. Staff talk with the children about the colour and the texture of the materials. They ask effective questions, helping to support children's language development. Children have fun as they enjoy action and number songs that help them to count and calculate. They learn about volume and capacity as they fill and empty containers in the sand and rice tray.

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Personal development, behaviour and welfare are good

Staff have created a welcoming and stimulating environment where children are keen to explore and learn. They enter the pre-school enthusiastically and are pleased to see their friends. Children are eager to help with tasks, such as tidying away toys, cleaning tables and preparing snacks. Staff effectively support children's sense of self-esteem and they acknowledge their achievements. Children learn about the importance of healthy lifestyles. They enjoy plenty of fresh air as they play in the outdoor environment. Children follow good hygiene routines and enjoy healthy and nutritious, freshly prepared snacks.

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Outcomes for children are good

All children make at least good progress in their learning. Children are able to communicate their needs and are becoming confident individuals. They listen and concentrate very well and are developing positive attitudes towards learning. Children benefit from the close liaison between the pre-school and the neighbouring school. They become familiar with school routines and school staff during visits. Children are gaining very suitable skills in readiness for the next stage in their learning and their move on to school.

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Setting details

Unique reference number 253345 Local authority Nottinghamshire County Council Inspection number 10077400 Type of provision Sessional day care Registers Early Years Register Day care type Childcare on non-domestic premises Age range of children 2 - 3 Total number of places 26 Number of children on roll 21 Name of registered person Collingham & District Pre-school Committee

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reference number

Date of previous inspection 19 October 2017 Telephone number 01636893605

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reference number

Collingham and District Pre-School registered in 1960. The pre-school employs six members of childcare staff. Of these, one is qualified at level 3, one at level 6 and four hold qualified teacher status. The pre-school opens Monday to Wednesday from 9am until 12noon and on Thursday and Friday from 9am until 3pm. 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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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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