Dunkery Pre-School

Dunkery Pre-School Cutcombe C of E Voluntary Aided First School, Wheddon Cross, MINEHEAD, Somerset TA24 7DZ

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Inspection date 8 October 2018 Previous inspection date 20 October 2014

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This inspection: Good 2

Previous inspection: Good 2 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 Staff have effective partnerships with other providers, including the linked school and other local pre-schools. The manager makes good use of these links to share information about children and also to arrange shared training with other professionals. n Children behave particularly well. For example, they respond enthusiastically to instructions from members of staff and are happy to share their special toys from home with their friends. n Staff effectively engage parents in their children's learning. For example, they share information through learning journals and daily conversations. Staff build good relationships with parents in many different ways, such as inviting parents to join their children on outings. n Key people know children well and make accurate assessments of their development. Leaders monitor this carefully to identify and tackle any gaps in children's learning. Children make good progress and gain the key skills that they need for starting school.

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It is not yet outstanding because:

n Staff sometimes miss opportunities to extend children's learning and develop their thinking skills. n Planned group activities are not always adapted sufficiently to ensure that children of different ages are engaged and challenged as much as possible.

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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 use all possible opportunities to extend and challenge children's thinking and learning, for example when responding to comments that children make n further consider ways to adapt group activities to ensure that children of all ages are consistently engaged and challenged during their learning.

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What the setting needs to do to improve further

Inspection activities n The inspector observed staff interactions with children during their play inside and outside and spoke to children to assess their development. n The inspector held discussions with parents to find out their views of the pre-school and how information about their children is shared. n The inspector completed a joint observation with the pre-school supervisor and discussed staff supervision and training. n The inspector looked at a range of children's learning journals and assessment information. n The inspector looked at a sample of policies and procedures and spoke to staff about their understanding of these.

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Effectiveness of leadership and management is good

Leaders support staff well to develop their teaching skills. The manager uses established supervision processes together with data tracking to identify staff development needs. Members of staff attend a range of training, for example to support children's physical development and literacy. They enthusiastically share their learning with colleagues and new ideas are quickly implemented. Safeguarding is effective. The manager has secure systems in place to ensure the suitability of staff. All staff have a good understanding of their responsibilities and the procedures to follow if they are concerned about a child. Staff use risk assessments effectively to ensure that the indoor and outdoor environments are safe and ready to use. Leaders regularly take action to improve the provision, for example changing how children's learning journals are recorded to enhance information sharing with parents.

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Quality of teaching, learning and assessment is good

Staff plan a broad range of experiences to cover each of the areas of learning. Staff readily adapt their plans to follow children's interests to maximise learning opportunities. For example, a planned activity is moved to a different time of day when staff observe that children are highly engaged in their independent learning. Staff ask parents for information about their children's development when they start at the pre-school. This sharing of information supports practitioners to plan effectively for children's next steps in learning. Staff support children's developing communication skills well. For example, staff clearly repeat back words that children say and use sign language to support their understanding.

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Personal development, behaviour and welfare are good

Key people know the children extremely well and children show high levels of emotional well-being while at pre-school. They are confident to share their ideas and needs with staff and their friends. Members of staff model positive interactions, for example during a conversation about being kind. Children show care and concern for each other. Staff encourage them to manage risk independently, for example when going down some wobbly steps and when exploring outside in the garden. Children visit the toilet and wash their hands by themselves, showing awareness of their own needs and good hygiene. All children are highly motivated in their learning, and are very enthusiastic to participate in a range of activities.

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Outcomes for children are good

Children make good progress from their starting points. Older children develop the skills that help them to be ready for school. For example, they learn to identify the first sound in their names and look at different letter shapes that sound the same when spoken. Children speak and listen confidently to each other, developing strong communication skills. They are independent and motivated learners. For example, they show high levels of perseverance and concentration to solve problems when they are playing outside.

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Setting details

Unique reference number EY289554 Local authority Somerset Inspection number 10060633 Type of provision Full day care Registers Early Years Register Day care type Childcare on non-domestic premises Age range of children 2 - 3 Total number of places 14 Number of children on roll 13 Name of registered person Dunkery Pre-School Committee

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reference number

Date of previous inspection 20 October 2014 Telephone number 07970 481 348

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reference number

Dunkery Pre-School was registered in 2001 and operates from Cutcombe Church of England First School in Wheddon Cross, Somerset. It opens Monday, Wednesday and Friday from 9am to 3pm during term time only. The pre-school offers funded education sessions for children aged two, three and four. There are four members of staff. One member of staff has an early years qualification at level 6 and the other staff all hold relevant early years qualifications at level 3.

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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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