Digby Village Pre School

Digby Village Pre School C/O Church of England Primary School, Church Street, Digby, LINCOLN LN4 3LZ

p.1

Inspection date 2 October 2018 Previous inspection date 10 December 2015

p.1

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

p.1

The provision is good

n The manager is ambitious and hard-working. She has high expectations and is committed to improving outcomes for children. She is supported well by an enthusiastic staff team and committee. n Parents are positive about how the pre-school is managed. They comment on how friendly and approachable the staff are and how well their children's individual requirements are met. Parents are kept well informed on a daily basis about their children's learning and progress. n Children are happy, settled and confident within the pre-school environment. Staff greet children warmly and show great interest in what children have to say to them. n Children's behaviour is good. Staff support children to be polite and courteous to one another. They are encouraged to take turns and to share their toys. n The manager monitors the progress made by groups of children well. She uses this information effectively to support children's literacy and mathematical development.

p.1

The provision is good

Children make good progress in their learning. n Staff are competent teachers. They know children well and all use good skills to encourage children to learn. n Children confidently engage in conversation with staff, visitors and their friends.

p.1

It is not yet outstanding because:

n Occasionally, staff working with younger children do not fully support them to use the correct pronunciation of words. n Sometimes, staff do not make the most of opportunities during planned activities to challenge the most able children in their mathematical development.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n enhance teaching skills that help children to use the correct pronunciation of words and further support their good speaking skills n make the most of all opportunities to deepen and extend the most able children's mathematical understanding.

p.2

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 completed a joint observation with the pre-school manager. n The inspector held a meeting with the pre-school manager. He looked at relevant documentation and evidence of the suitability of staff working in the pre-school. n The inspector spoke to a number of parents during the inspection and took account of their views.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. Staff are vigilant about children's safety and they understand the procedures to follow if they are concerned about a child's welfare. Vetting procedures for staff and committee members are thorough. Effective systems for recruiting new staff are in place to help ensure they are suitable to work with children. Arrangements for staff's professional development are focused well on developing the quality of teaching to further improve children's achievement. This has a positive impact on children's outcomes. The manager gathers the views of staff, parents and children to evaluate the quality of the provision and plan future developments. Managers have established links with an appropriate range of other professionals to help ensure continuity in children's care.

p.3

Quality of teaching, learning and assessment is good

Teaching is consistently good and assessments are accurate. Staff make good use of information from parents to establish children's starting points and plan the next steps in their learning. They provide a stimulating environment with interesting resources where children investigate and try out their own ideas. Staff regularly refer to the visual timetable and children learn that activities have a timescale to follow. The routine of the day gives children variety and choice. For example, children have time to lead their own play, to join in group times and take part in focused learning sessions to support their next steps in development. Children sustain their interest in activities over long periods and become immersed in their play. Staff provide opportunities to help develop children's small-muscle skills effectively. For example, children enjoy rolling play dough and using tools to make different shapes and patterns.

p.3

Personal development, behaviour and welfare are good

Children benefit from good settling-in procedures which are based around their individual needs. Staff plan the environment well so that it is interesting and attractive to children. They organise the space so that children make independent choices about where they play. Staff are excellent role models and interact well with children. This results in a calm, relaxed and friendly atmosphere. Children learn to manage their own care needs successfully. They understand that it is important to wash their hands before eating snacks and preparing food. There are good opportunities to build on children's independence and for them to develop a sense of responsibility. For example, children help to prepare healthy snacks and clear away plates at mealtimes. Children have plenty of opportunities to learn about a healthy lifestyle. They regularly play outdoors, grow vegetables and experience a wide range of activities in their community.

p.3

Outcomes for children are good

Children of all abilities, including those who receive funded education, are making good progress. They are well prepared for starting school. Children develop a positive and enthusiastic attitude towards learning. They learn about letters of the alphabet and select their name card when they arrive. Older children write their names on their drawings. Children show great pride in their achievements, showing staff what they have made. Staff use these opportunities to boost children's confidence in their own abilities.

p.3

Setting details

Unique reference number EY339775 Local authority Lincolnshire Inspection number 10064660 Type of provision Sessional day care Registers Early Years Register Day care type Childcare on non-domestic premises Age range of children 2 - 4 Total number of places 20 Number of children on roll 17 Name of registered person Digby Village Playgroup Committee

p.4

reference number

Date of previous inspection 10 December 2015 Telephone number 07521 009 647

p.4

reference number

Digby Village Pre School re-registered in 2006. The pre-school employs four childcare members of staff. Of these, one holds an appropriate early years qualification at level 6 and three hold qualifications at level 3. The pre-school is open during term time only. Sessions are Monday to Friday from 8.45am until midday and from midday until 3pm. The pre-school provides funded early education for two-, three-, and four-year-old children.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

reference number

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

reference number

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.5