Tilbury Pioneer Academy

Chearsley and Haddenham Under Fives Chearsley Village Hall, Winchendon Road, Chearsley, Aylesbury, Buckinghamshire HP18 0DP

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Inspection date 12 December 2018 Previous inspection date 2 December 2015

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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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This provision is good

n The manager and staff are committed to continually improving the quality of the pre- school. They reflect on their practice regularly and strive to achieve consistently high standards. n The well-planned activities and experiences on offer sustain children's interest and keep them engaged. Children are motivated learners and make good progress. n The rich and stimulating environment, both indoors and outdoors, provides a wealth of opportunities for children to explore and investigate. Children are confident and independent. n Staff are positive role models and know children well. The key-person system successfully supports children's emotional well-being. n Staff make regular observations and assessments of children's learning. They plan next steps to help support their individual development. n Staff work closely with parents and provide regular information about their child's development. Parents praise the staff highly for their caring and nurturing approach.

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This provision is good

They comment on the progress their children have made since they joined the setting, such as increased confidence and independence. n The manager has a system in place to monitor the progress of all children who attend, including different groups of children. However, the tracking of children's progress is not always accurate or used effectively to quickly identify gaps in children's learning. n Occasionally, staff ask questions in quick succession and do not allow sufficient time for children to process information, respond and develop critical-thinking skills at the very highest level.

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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 enhance the process for monitoring the progress made by individual and groups of children to quickly and accurately identify and close any emerging gaps in their learning and development n strengthen the already good teaching even further and support children more effectively to extend their critical-thinking skills.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with a supervisor. n The inspector held discussions with the manager and staff. She looked at relevant documentation, including evidence of the suitability and qualifications of staff. n The inspector spoke with children during the inspection. n The inspector spoke with parents and took account of their comments.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff demonstrate a good awareness of child protection and wider safeguarding issues. They understand the action to take in the event of a child protection concern. Staff benefit from regular supervision meetings, during which they receive support and guidance. They feel well supported in their role and work well as a team. The manager uses additional funding suitably to support children's development. The manager actively seeks feedback from parents, children and staff. She evaluates the setting well, accurately identifying strengthens and areas of development, and sets actions for future improvement.

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Quality of teaching, learning and assessment is good

Staff use their observations and assessments effectively to plan what individual children need to learn next. They provide a range of exciting and interesting activities based on children's interests and individual needs. There are good opportunities for children to develop their imaginary play. For instance, they pretend to make cakes and pies in the mud kitchen using sand and shaving foam. There is a strong emphasis on broadening children's mathematical awareness. For example, staff engage them in a shape recognition game using a programmable floor robot. Children confidently describe the details of the shapes and use positional language confidently. Children enjoy music and movement sessions with staff. They dance confidently and listen to instructions, such as 'start', 'stop', 'jump' and 'run'. This helps children to develop good physical skills and further build on their spatial awareness. Staff keep parents informed about children's

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Quality of teaching, learning and assessment is good

achievements through daily discussions, the online journal and emails. This helps to support consistency in children's care and learning.

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Personal development, behaviour and welfare are good

Children are happy and well settled in the pre-school. Staff know them and their families well and help children to feel safe and secure. Children are confident and show good levels of independence. They enjoy taking on the responsibility of small tasks, such as pouring their drinks and cutting their fruit up at snack time. Staff have high expectations of children. They provide them with clear and consistent boundaries and play alongside them to help them understand the difference between right and wrong. Children play outdoors in the fresh air daily, which helps to promote their well-being.

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Outcomes for children are good

Children are motivated and inquisitive learners. They enjoy exploring and making decisions about their play in the stimulating, well-organised play environment. Children develop their early literacy skills well. For example, they learn to recognise their names with individual name cards and make meaningful marks using various tools, such as paint and coloured markers. Children gain good social skills as they learn to share and play cooperatively with others. All children make good progress, including those for whom the pre-school is in receipt of funding and those with special educational needs and/or disabilities. Children acquire skills that will support them in their future learning.

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Setting details

Unique reference number 140832 Local authority Buckinghamshire Inspection number 10061993 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 32 Number of children on roll 34

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Name of registered person

Chearsley and Haddenham Under Fives Committee

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reference number

Date of previous inspection 2 December 2015 Telephone number 01844208868

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reference number

Chearsley and Haddenham Under Fives registered in 1966. It is one of two pre-schools run by the provider. The setting operates on Monday, Wednesday and Thursday from 9.10am to 3.10pm, and on Tuesday and Friday from 9.10am to 1.15pm, during term time only. It is in receipt of funding for the provision of free early education for children aged two, three and four years. There are seven members of staff. Of these, one has qualified teacher status, one holds an early years qualification at level 5 and five hold a qualification at level 3.

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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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reference number

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reference number

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

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