Heslington Pre-School

Heslington Pre-School Lord Deramore's Primary School, School Lane, Heslington, York, North Yorkshire YO10 5EE

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Inspection date 12 September 2018 Previous inspection date 23 May 2018

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This inspection: Good 2

Previous inspection: Inadequate 4 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 Managers and committee members share an ambitious and common vision for the pre- school. They ensure that all staff are involved in making ongoing improvements. n Staff have a secure knowledge of the safeguarding policy and procedures. They fully understand what to do if they have a concern about a child, another member of staff or the managers. This ensures children are kept safe from harm. n Staff have formed effective working relationships with parents. They use different ways to tell parents about the progress their children are making and about their achievements. n Staff are warm, friendly and nurturing. They understand children well and follow their developing interests closely. This means that children are happy, settle in well and build strong friendships with adults and other children. n Staff plan a wide range of learning experiences for the children. As a result, children enjoy their time at pre-school and make good progress in their learning and

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The provision is good

development. n Managers and staff work well as a team and liaise closely with other professionals, where appropriate. Staff work with teachers at local schools to ensure that the move from pre-school to school is as smooth as it can be.

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It is not yet outstanding because:

n At times, staff miss opportunities to develop children's understanding of shape, space and measure during conversations and everyday activities. n Staff do not take the opportunity to give relevant information to parents about how they can extend their children's learning in the home environment.

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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 provide and extend opportunities to talk to children and promote their wider mathematical thinking, in order to help raise their achievements to an even higher level n focus on ways to provide specific information to parents to enable them to promote and extend their children's learning in the home environment.

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What the setting needs to do to improve further

Inspection activities n The inspector observed activities in the playroom as well as the outside play space. n The inspector spoke to members of staff and children at appropriate times during the inspection and held meetings with the managers. n The inspector carried out a joint observation with the manager. n The inspector took account of the views of parents spoken to on the day of the inspection. n The inspector looked at children's records, planning documentation, evidence of the suitability of staff working in the provision and a range of other documentation, including policies, procedures and improvement planning documents.

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Effectiveness of leadership and management is good

Managers and staff have taken prompt and effective action to address the weaknesses identified at the last inspection. Staff are committed to developing the quality of care and learning. They have worked hard to make significant improvements to the overall quality of the pre-school and aim to better the outcomes for children even further. Safeguarding is effective. Staff supervise the children well and maintain a safe environment. Arrangements are in place to recruit and induct new staff, helping them to understand their new roles and responsibilities. Managers monitor the quality of staff's teaching practices and children's progress checks. This ensures that they are accurate, of high quality and meet the needs of the children.

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Quality of teaching, learning and assessment is good

Support for children's communication and language skills is consistently good throughout the pre-school. Staff use a variety of ways to help children develop their active vocabulary and to become happy and confident talkers. Parents enjoy being able to access information about the progress of their children, by speaking directly to staff and reading the online learning journal. Staff have developed bright and welcoming environments, indoors and outdoors. Children can choose the objects that they want to use easily and become very engaged in their play. Staff help children to explore ideas to learn about the world around them. For example, children are given opportunities to plant seeds and watch the plants and vegetables grow.

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Personal development, behaviour and welfare are good

The key-person system is effective and enables children to form secure bonds with others. Staff are caring, approachable and alert to the children's care needs. Children eat healthy and nutritious snacks and understand about healthy lifestyles. Staff work calmly with the children and manage their behaviour throughout the sessions well. Children are sociable and confident. They help each other to find resources and are motivated about the activities that are offered. For example, younger children are curious to discover the names of different fruits and vegetables at the pretend 'shop'. Their sensory skills are promoted as staff encourage them hold and smell lemons and limes. Staff praise the children in a positive way, helping them to develop a 'can-do' attitude throughout their play.

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Outcomes for children are good

Staff use additional funding effectively and in line with the children's individual needs and interests. As a result, children who start below their expected level of learning begin to thrive and make good progress. Staff offer children numerous opportunities to develop their independence in the routines and activities. This means that children's emotional well-being is fully supported. Children's physical skills are promoted well. For instance, older children become excited as they play different ball games as a team in the outdoor play area. Children are developing the skills they need for their next stage of learning. They share reference books and stories with staff and are able to recall similar experiences from their home life.

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Setting details

Unique reference number 321542 Local authority York Inspection number 10061068 Type of provision Sessional day care Registers Early Years Register Day care type Childcare on non-domestic premises Age range of children 3 - 4 Total number of places 20 Number of children on roll 19 Name of registered person Heslington Pre-School Committee

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reference number

Date of previous inspection 23 May 2018 Telephone number 07708 155 484

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reference number

Heslington Pre-School registered in 1992. The setting employs five members of childcare staff. Of these, one holds qualified teacher status, one holds an appropriate early years qualifications at level 5, one at level 4 and one at level 3. The setting opens from Monday to Friday, term time only. Sessions are from 8.55am until 2.55pm on Monday, Wednesday and Thursday, and 8.55am until 11.55am on Tuesday and Friday. The setting provides funded early education for 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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