Eastburn Pre School

Eastburn Pre School Main Road, Eastburn, Keighley, West Yorkshire BD20 7SJ

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Inspection date 3 October 2018 Previous inspection date 19 September 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 The management team and staff are dedicated to providing a high-quality service to children and their families. They work very hard to create a warm and welcoming environment, which helps to enrich children's learning and development through play. Children are motivated and eager learners. n Staff develop a wonderful bond with children from an early stage. They carefully consider the information parents provide about their child when they first start at the setting. This helps children settle quickly, as staff become familiar with their individual needs and interests. Children feel safe and secure. n Management and staff have high expectations of what children can achieve. Together they record the progress children make and use this information to plan stimulating indoor and outdoor play areas. Children make good rates of progress. n Partnerships with parents are effective. Staff and management keep parents well

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The provision is good

informed about their child's personal achievements. They provide homework packs and reading books, and share ideas of how to support their child's learning at home further, for example. Parents record children's learning in home observation records.

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It is not yet outstanding because:

n Children do not receive a broad enough range of learning opportunities to help raise their awareness of the differences between themselves, other people and communities. n Staff do not consistently give children the time they need to explore and have their own ideas during adult-led focused activities.

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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 further opportunities for children to develop an awareness of the differences between people and communities n increase opportunities for children to have enough time to explore and have their own ideas during adult-led activities.

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What the setting needs to do to improve further

Inspection activities n The inspector had a tour of all areas of the premises children access. n The inspector had discussions with and considered the views of parents and children. n The inspector completed a joint observation with the manager. n The inspector observed the quality of teaching during activities indoors and outdoors. She assessed the impact on children's learning and development. n The inspector reviewed evidence of the suitability checks for all staff and committee members, policies, procedures and other records regarding health and safety.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff receive regular safeguarding and child protection training. They demonstrate a good understanding of the necessary procedures to follow should they have a concern about a child's welfare. The manager has implemented effective recruitment and vetting procedures, which help to ensure all those who have access to children are suitable. The manager and staff regularly evaluate the quality of the setting and provision in a daily reflective diary. They use this information to consider improvement plans carefully to enhance and enrich opportunities for children's play. The manager completes regular supervisions and staff appraisals. They evaluate key strengths and areas to develop in their practice. Staff attended training for their continued professional development. This helps to enhance their already good knowledge of how children learn.

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Quality of teaching, learning and assessment is good

Staff are skilled at supporting children's developing communication and language skills. For example, they plan effective interventions to help close gaps in children's language development. Staff know children's individual needs very well. Children sustain shared thinking as they work collaboratively to build trains and large tracks, and cooperate and negotiate well during play. Staff encourage children's thinking skills as they ask them to recall the materials used during painting activities. They ask children to consider what will happen next as they transfer handprints and support them to count their fingers from one to 10. Children are fascinated as they talk about the conkers and leaves staff have collected from the outdoor area. They are curious as they learn about the natural environment and open conkers shells to count how many are inside. Children excitedly talk about how they can plant conkers in soil to grow their own trees.

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Personal development, behaviour and welfare are good

The pre-school staff are a well-established team. They are sensitive and model positive behaviour to children particularly well. Staff have a wonderful, caring and nurturing approach, which helps children develop high levels of self-esteem. Children are confident and happy learners. They develop their independence as they complete self-care routines. For example, children thoroughly enjoy identifying their names, as staff write these on the board, so they know it is their turn to go and wash their hands for snack time. This helps children develop their early reading skills and prepares them well for their next stages of learning. Children learn how to keep themselves healthy and enjoy the fresh fruit staff prepare for their snack.

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Outcomes for children are good

Children make consistently good progress from their starting points in learning. They develop their physical skills during outdoor play as they use push-along tricycles and balance bicycles. Children develop their early writing skills as they make marks using chalks in the outdoor play area. Children thoroughly enjoy singing rhymes and songs, as they develop their language skills. Children are active learners who are well prepared for their next stages of learning and acquire the skills they need for their move to school.

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Setting details

Unique reference number 301943 Local authority Bradford Inspection number 10069105 Type of provision Sessional day care

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare 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 12 Name of registered person Eastburn Pre School Committee

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reference number

Date of previous inspection 19 September 2014 Telephone number 07931 318406

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reference number

Eastburn Pre School registered in 1978. It is managed by a committee. The pre-school is open each morning, except Tuesdays, from 9.10am until 11.40am. The pre-school is also open on Monday and Wednesday afternoons from 1pm until 3.30pm. The sessions are held during term time only. The ore-school currently employs four members of staff, three of whom have completed childcare qualifications at level 3. The pre-school offers funded early education for two-, three- and four-year-old children.

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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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