Bunnies Pre School

Bunnies Pre School Overton Memorial Hall, Middleton Road, Overton, Morecambe, Lancashire LA3 3HB

p.1

Inspection date 16 October 2018 Previous inspection date 15 March 2018

p.1

This inspection: Good 2

Previous inspection: Requires improvement 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 Since the last inspection, the staff have worked hard to complete the key priorities for improving the pre-school. This has resulted in significant improvements to the quality of the provision, especially in relation to safeguarding children. n Links with parents are good. Staff share information with parents about children's learning and take account of parents' comments regarding children's learning at home. n Children have developed good relationships with staff. They talk confidently with staff about what they are doing. As a consequence, children are happy and settled in a welcoming environment. n Children are provided with a wide range of inspiring learning opportunities. They enjoy playing outdoors as, for example, they dig for potatoes in the soil. n Teaching is consistently good. Staff know how to promote children's learning and development. This results in children who are making good progress from their starting

p.1

The provision is good

points. n Leadership and management at the pre-school are good. Leaders have a clear vision of how to improve the provision. They have effective systems to monitor the progress children are making, and they quickly identifying any gaps in learning.

p.1

It is not yet outstanding because:

n Staff know their key children well, and where they are at in their learning and development, but children's next steps are not consistently recorded as clearly as they could be to ensure children make the best possible progress. n Although links with local primary schools are established and transition arrangements are effective, links with other local early years settings have not been developed. As a consequence, information about children's learning and development is not consistently shared.

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 develop links with other settings to promote information sharing and to help children's smooth transition when they move on to their next place of learning n record next steps in children's learning clearly to help them make the best possible progress.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector spoke to the manager, staff and children at appropriate times during the inspection. n The inspector looked at a sample of documentation including children's progress files, policies and procedures and training records. 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 to parents and took account of their views. n The inspector discussed the setting's action plan and how practice is reflected to help the setting to improve continually.

p.2

Effectiveness of leadership and management is good

Since the previous inspection, the whole staff team has shown a commitment to improving the provision, and acted quickly to make the required changes. Leaders and managers have included the views of the local authority, parents and children in setting targets to ensure improvement is made and maintained. Safeguarding is effective. The manager has recently completed further safeguarding training and revised policies, which helps to keep children safe from harm. Risk assessments have been effectively reviewed to ensure the premises are safe. Arrangements for the monitoring and coaching of staff practice have been improved. Staff are provided with opportunities to continuously develop and improve their practice, which results in improved outcomes for children.

p.3

Quality of teaching, learning and assessment is good

The quality of teaching is good. Staff are well deployed and interact with the children in a purposeful way, which is effective in supporting children's learning and development. The environment is well resourced, indoors and outdoors, and provides enjoyable and interesting activities that engage children. For example, children delight as they dig up potatoes from the soil and weigh them on the bucket scales. They use mathematical language as they discuss size, shape and weight. Communication and language are promoted well as staff discuss how ice changes from solid to liquid as it melts in the water tray. Children are confident communicators. They use words such as 'sinking' and 'floating', and a child confidently informs staff that the 'Titanic' sunk. The setting has established links with local schools to help children experience a smooth transition between settings. However, links with other local early years settings are not as well

p.3

Quality of teaching, learning and assessment is good

developed. This results in information not being shared consistently. Staff show confidence in their knowledge of children's development, learning and progress. However, children's next steps are not recorded clearly enough to explain how to help them make the best possible progress.

p.3

Personal development, behaviour and welfare are good

Children are well mannered and behave exceptionally well. Staff provide consistent praise and encouragement for their efforts and children display high levels of self- confidence. Parents spoke of a 'homely, welcoming setting' and of being regularly informed about their children's learning and development. Children are supported to lead a healthy lifestyle. They play outdoors every day and the snacks provided are healthy. Children are developing their independence. They are able to find and put on their own coats before playing outdoors ,and they register their own attendance through the use of self-registration cards. Children are well prepared for the next stage of their education.

p.3

Outcomes for children are good

Children make good progress in relation to their starting points. They are working comfortably within the range that is typical for their age. Children enjoy sitting with staff listening to stories as they begin to understand that text has meaning. Leaders and managers have effective systems to monitor children's progress and quickly identify any gaps in learning. As a consequence, outcomes for children are good.

p.3

Setting details

Unique reference number 309410 Local authority Lancashire Inspection number 10081250 Type of provision Sessional day care

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childcare on non-domestic premises Age range of children 2 - 5 Total number of places 25 Number of children on roll 18 Name of registered person Bunnies Pre-School Committee

p.4

reference number

Date of previous inspection 15 March 2018 Telephone number 01524 858 900

p.4

reference number

Bunnies Pre School registered in 1992 and operates from within the Memorial Hall in Overton. The pre-school employs six members of childcare staff, all of whom hold appropriate qualifications at levels 2 and 3. The pre-school opens from Monday to Friday, during term time. Sessions are from 8.45am to 11.45am each day, with a lunch club from 11.45am until 12.15pm and an afternoon session from 12.15pm to 3.15pm on Monday and Tuesday. 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