Hospital and Outreach Education

South Moreton Preschool High Street, South Moreton, Didcot, Oxfordshire OX11 9AG

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Inspection date 16 October 2018 Previous inspection date 7 October 2015

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3

Effectiveness of leadership and management Requires improvement

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3

Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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3

Outcomes for children Requires improvement

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The provision requires improvement. It is not yet good because:

n The quality of teaching is inconsistent. Sometimes, staff do not match activities well to children's individual capabilities and learning needs, to help them make better progress. Staff expectations are variable. There is a lack of challenge in some activities, and in other activities tasks are too difficult. n At times, leaders and managers do not deploy staff successfully to enable them to support children's play and learning more effectively. n Occasionally, the organisation of large-group times does not suit all children. Some children become easily distracted and do not benefit successfully from such experiences. n Leaders and managers are aware of most weaknesses within the pre-school but have not embedded consistently good practice within the new staff team to improve the quality of teaching and learning.

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It has the following strengths

n Children are curious and inquisitive. They have good opportunities to make choices and follow their own interests, and they play well independently and with each other. n Staff develop positive relationships with children and help them to feel safe and secure. n Staff promote communication and language well, overall, which has a positive impact on all children, including those who speak English as an additional language. n Children who have special educational needs and/or disabilities receive good support to help them engage in activities and routines.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date improve the quality of teaching and develop planning processes to provide suitable challenges for children that better reflect their capabilities and individual next steps in learning 16/01/2019

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What the setting needs to do to improve further

review the deployment of staff to enable them to support children's play and learning more effectively. 16/01/2019

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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 consider more carefully the organisation of whole-group times to provide successful learning opportunities for all children n develop self-evaluation processes further, particularly to improve the quality of teaching and learning.

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What the setting needs to do to improve further

Inspection activities n The inspector observed activities indoors and outdoors. n The inspector completed joint observations with the manager. n The inspector talked to the manager, committee members, staff, parents, carers and children at appropriate points during the inspection. n The inspector looked at children's assessment records, planning documentation, and evidence of staff suitability and qualifications.

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Effectiveness of leadership and management requires improvement

Leaders and managers monitor staff practice and provide opportunities for professional development, although this has not led to consistently good practice. They organise staff effectively to meet children's welfare needs but sometimes do not balance this appropriately to support children's learning. Leaders, managers and staff work closely in partnership with external agencies to provide children with additional support, when necessary. Safeguarding is effective. Staff provide suitable supervision and encourage children to play safely to reduce the risk of accidents and incidents. Staff know what to do if they have concerns about children's welfare and they keep their knowledge and understanding up to date.

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Quality of teaching, learning and assessment requires improvement

Staff develop positive partnerships with parents, keep them well informed of their children's progress and provide helpful guidance to support learning at home. Staff assess children's development routinely but do not use this information successfully to provide appropriately challenging experiences for each child in all areas of learning. For example, they do not extend children's thinking effectively as they engage in creative activities, such as make-believe play and exploring modelling dough. Staff sometimes plan activities that are too difficult for children to achieve, such as replicating a pattern of colours. Nevertheless, they encourage children to develop other mathematical skills more effectively, such as sorting and counting. Staff engage children in discussions routinely to support their language successfully overall.

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Personal development, behaviour and welfare are good

Staff provide a welcoming and stimulating learning environment, indoors and outdoors, that children enjoy exploring. They create a friendly atmosphere where children learn to follow routines and expectations. Staff are good role models and children behave well. They help children to respect people who are different from themselves, such as encouraging parents to share their cultures within the pre-school. Staff help children to learn about safe and healthy lifestyles effectively. They remind children about safety rules, teach them about good hygiene and encourage them to enjoy nutritious food. Staff provide plentiful opportunities for children to enjoy fresh air and exercise.

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Outcomes for children require improvement

Children progress steadily overall in preparation for school but do not benefit from consistently good support to help them build more effectively on what they already know and can do. They miss opportunities at times to develop new skills and make connections in their learning. Some children, including younger children, sometimes find it difficult to concentrate during larger group times. Nevertheless, children play well independently and develop positive friendships. They are confident to initiate conversations and ask for help. Children enjoy developing their physical skills, such as filling and emptying containers with sand.

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Setting details

Unique reference number 133717 Local authority Oxfordshire Inspection number 10065425 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 26 Number of children on roll 37 Name of registered person South Moreton Pre-School Committee

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reference number

Date of previous inspection 7 October 2015 Telephone number 01235 819657

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reference number

South Moreton Preschool opened in 1978 and registered in 1993. Since 2008, it has operated from within South Moreton Primary School, near Didcot, Oxfordshire. It has a separate classroom and is run independently of the school by a parent management committee. The pre-school is open on weekdays from 9am until 3pm during school term times. It receives funding for the provision of free early education for children aged two, three and four years. The pre-school employs eight staff, five of whom hold relevant qualifications at levels 2 to 5.

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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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