Playclose Preschool

Playclose Preschool Methodist Church, Swindon SN5 4DP

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Inspection date 25 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 The manager has a clear vision for the pre-school and is determined to provide high- quality care and learning for children. She seeks staff, children's and parents' views. She welcomes outside professional support to help her identify areas of weaker practice and implement plans to address these. n Staff are sensitive and caring. They build strong and trusting relationships with children and their families. Staff exchange information with parents and share resources to help them support children's learning at home. n Staff provide a good range of resources that is accessible, that children can use in different ways and that is relevant to their interests. Staff join in play sensitively, following children's ideas. Children show a keen interest in learning and make good progress. Teaching is good, overall. n Staff prepare children thoroughly for the transition to school. For example, they introduce them to school routines and teach them to manage their own personal care.

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It is not yet outstanding because:

n Staff sometimes miss opportunities, especially when children are initiating their own play, to extend children's learning and challenge their thinking. n When planning activities, staff do not consistently focus on what individual children need to learn next, to maximise their 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 support staff in continuing to develop their teaching skills to a very high standard so they extend children's learning fully, especially during play that children initiate themselves n take full account of what individual children need to learn next when planning activities and experiences, to maximise each child's learning.

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What the setting needs to do to improve further

Inspection activities n The inspector observed staff interacting with children during activities inside and in the garden. She spoke with staff and children at appropriate times. n The inspector held discussions with members of the management team, including on how they evaluate the quality of the provision. n The inspector undertook a joint observation of a group activity with the manager. They discussed how she supervises the quality of teaching. n The inspector sampled documents, including evidence relating to staff suitability, children's records, risk assessments, accident records, policies and procedures. n The inspector took account of parents' views, from speaking with several parents during the inspection and from their written comments.

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Effectiveness of leadership and management is good

The well-qualified manager knows what good teaching looks like and leads by example. She offers frequent formal staff meetings that focus on how they can further improve the quality of teaching and learning. The manager monitors the progress of individual and groups of children. She identifies promptly any gaps in learning or the curriculum. She ensures children get the additional support they need to help catch up. The manager and staff have good links with other professionals involved with children. Parents speak very highly of the manager's support for their families during challenging circumstances. The manager and staff work in close partnership with the local school, which most children will attend. They visit frequently and prepare children well for moving on. Safeguarding is effective. All staff receive training, including the lead staff at an advanced level, so all are confident in how to recognise, record and report concerns.

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Quality of teaching, learning and assessment is good

Staff organise resources effectively, indoors and outside, to enable children to explore their own ideas. For example, children find pencils to use as fishing rods. Staff note what children are thinking about and plan linked experiences. For example, children build a sand volcano, and they talk excitedly about 'lava' and what this might look like. Staff plan to bring in vinegar and bicarbonate of soda the following day, so the children can make their volcano 'erupt'. Children think creatively and suggest adding red paint 'to make fire'. All staff talk regularly with the children, supporting their speech development well. They make good use of planned small-group or one-to-one activities to help children who are making slower progress to catch up.

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Personal development, behaviour and welfare are good

Children benefit from thorough settling-in processes to help them feel secure and settle quickly. Staff have a consistent approach to managing children's behaviour. They give clear explanations and praise, so children understand what is expected of them. Children behave well. They learn to manage minor disputes amicably, such as using a sand timer to take turns fairly. Children show delight in their achievements, for example, proudly showing off to their friends a sticker they have earned. Staff involve children in local events, so they become aware of their community. They link this to the wider world, for example, they look at wedding ceremonies in different cultures. Children play energetically in the pre-school garden, and go on visits to the park and on walks.

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Outcomes for children are good

Children manage their self-care competently and enjoy doing things for themselves. They play cooperatively, make choices and express their ideas confidently. They listen attentively and distinguish between sounds. Older children begin to hear the initial sounds in words and recognise some familiar written words. They make marks and talk about what these represent, which prepares them well for starting to write. They count and sort as they play, and explore capacity and volume as they fill and empty containers with sand and water.

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Setting details

Unique reference number EY536263 Local authority Wiltshire Inspection number 10076721 Type of provision Full day care Registers Early Years Register Day care type Childcare on non-domestic premises Age range of children 2 - 4 Total number of places 24 Number of children on roll 32 Name of registered person Grigg, Sarah Jane

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reference number

Date of previous inspection Not applicable Telephone number 07759583566

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reference number

Playclose Preschool registered in 2016. It operates from the first floor of the Methodist Church in the village of Purton, Wiltshire, and is accessed via a flight of stairs. A total of seven adults work with the children, either full time or part time. These include the manager/owner who is a qualified teacher and an early years professional. One member of staff holds a relevant qualification at level 4, three hold qualifications at level 3 and two at level 2. The pre-school receives funding to provide free early education for 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.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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