Royal College of Art

Tiddlywinks Pre-School The Playgroup Building, Alder Drive, Ambrosden, Bicester, Oxfordshire OX25 2RD

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Inspection date 21 November 2018 Previous inspection date 19 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

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3

Personal development, behaviour and welfare Requires improvement

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3

Outcomes for children Requires improvement

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This is a provision that requires improvement

n The provider has failed to notify Ofsted of changes to the pre-school committee. Ofsted has been unable to complete the required checks to ensure their suitability for their roles. This is also a breach of the Childcare Register requirements. n Staff do not have high enough expectations of what older children can achieve. They do not consistently provide these children with the challenge and support they need to build further on what they can already do. Older children make steady, rather than good, progress. n Staff often over-direct children during activities they have planned to encourage children to express their own ideas. This impacts on children's creative development. n Self-evaluation is not effective. The provider and manager have not identified weaknesses in practice or breaches in requirements.

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It has the following strengths

n Staff provide younger children with a wide range of suitable resources and learning experiences. They focus well on helping these children to gain the social, physical and language skills that they need for their future learning. n Children are happy and settled. They enjoy their time at the setting. n Staff build warm partnerships with parents. They invite them into pre-school regularly to discuss their children's progress so that they can further support their learning at home. n Staff provide all children with an interesting outdoor learning environment. Children are keen to play outside and take part in lots of activities that support their physical development well.

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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 ensure the required procedures are followed to enable Ofsted to check the suitability of all committee members in a timely manner 01/01/2019

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What the setting needs to do to improve further

plan and deliver learning experiences that provide consistently good levels of challenge for all children, including the older and most-able 01/02/2019

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What the setting needs to do to improve further

deliver effective teaching to encourage and support children to express their own ideas using a range of materials and resources. 01/02/2019

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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 make better use of self-evaluation to accurately identify and address weaknesses in practice, to improve outcomes for children and the overall quality of the provision.

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What the setting needs to do to improve further

Inspection activities n The inspector observed children and staff indoors and outdoors. n The inspector carried out a joint observation with the manager and discussed the quality of teaching. n The inspector spoke to parents and took account of their views. n The inspector spoke with staff about their understanding of safeguarding and first aid. n The inspector looked at documentation, including staff qualifications and children's records.

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Effectiveness of leadership and management requires improvement

Management has not informed Ofsted of changes to the committee, to enable Ofsted to check their suitability to fulfil the requirements of their role. However, committee members do not have unsupervised access to children attending pre-school. The manager encourages staff to attend training and she provides them with regular opportunities to discuss their performance. However, this has not been effective in maintaining consistently good standards of teaching. Nor have the provider and manager identified these variations through their own monitoring of children's progress and the quality of the provision. Safeguarding is effective. The manager ensures that all staff understand their role in keeping children safe. Staff know what to do if they are concerned about a child's welfare.

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Quality of teaching, learning and assessment requires improvement

Staff make regular assessments about each child's learning. However, they do not use this information well to plan activities that encourage older children to develop new skills. For example, they identify that some children need to learn next how to write their names and then write these for them on the back of collages they have made. Staff do not give these children enough time to try and use scissors and glue sticks before doing the cutting and gluing themselves. They tell children where to stick different materials to make pictures. Staff help younger children to develop new skills. For example, they model clear words and sing regularly with them. They show children how to play purposefully, such as how to bathe and dry dolls.

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Personal development, behaviour and welfare require improvement

Older children spend too much of their time engaged in repetitive play. For example, although staff join them in the 'home corner' they do not help older children to move beyond opening and closing cupboard doors. Children develop a positive view of exercise and physical play. For example, staff work well with children outside to build with large blocks and to sweep and collect leaves. Children behave typically for their age. Staff offer consistent messages about acceptable behaviour. Children learn to follow instructions and to move around safely. They are energetic and enthusiastic.

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Outcomes for children require improvement

Younger children learn to communicate, for example, through using gestures and words. They learn to play alongside others and to move their bodies in time to music and sounds. Before starting school, older children develop useful independence skills, such as how to put on their own coats and shoes. They learn to play cooperatively and gain an understanding of their own and others' cultures. They learn to recognise shapes and numbers.

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Setting details

Unique reference number 133889 Local authority Oxfordshire Inspection number 10065427 Type of provision Full 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 1 - 4 Total number of places 48 Number of children on roll 39

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Name of registered person

Bicester Garrison (Tiddlywinks) Playgroup Committee

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reference number

Date of previous inspection 19 October 2015 Telephone number 01869 256555

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reference number

Tiddlywinks Pre-School registered in 1994 and is situated in Ambrosden, Oxfordshire. The pre-school opens Monday to Friday from 8.30am until 2.50pm, during term time only. The pre-school receives funding for the provision of free early years education for children aged two, three and four years. There are nine members of staff. The manager holds a level 5 qualification, four staff are qualified at level 3 and two at level 2.

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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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