Ilfracombe Arts College

Harting Village Preschool Group Harting Village Hall, Peasecroft, South Harting, Near Petersfield, Hampshire GU31 5LB

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Inspection date 17 January 2019 Previous inspection date 19 April 2016

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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 new management team, including the committee members are passionate about the continual development of the pre-school. They have a clear vision for the future and they involve the staff and parents in all decision making. n Staff are warm and caring towards children. They provide reassurance and support to help new children feel secure and settled. Staff get to know them and their families well through gathering meaningful information about children's needs and interests on entry. This contributes to the continuity of care and learning for children. n Children behave well and the majority confidently access the variety of resources set out for them. Staff consistently praise the children, helping to promote confidence and a sense of self-esteem. They encourage new children to select and play with items they are interested in. n The manager and her staff work very effectively with teachers within the school where

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This provision is good

children mostly move on to. They share information about how to help children to be ready for their next steps in learning, such as starting school. Children also use the play equipment in the school grounds. This helps them to ease the move to school when the time comes. n Parents are very complimentary about the pre-school and the attention that the staff provide to their children. They say that their children ask to come on days that they do not attend. Staff speak to parents daily to help keep them informed about their children's progress. n Occasionally, staff do not take all opportunities to extend the older and most-able children with enough challenge to extend their learning further. n The management teams' systems for overseeing the quality of teaching do not evaluate the impact of staff's practice rigorously enough to raise teaching to a higher 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 provide the older and most-able children with an even greater level of challenge during activities, to further extend their ongoing learning n evaluate the impact of staff's practice with more rigor to enhance the quality of teaching to the highest level.

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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 indoors and outdoors. She assessed the impact of these activities on children's learning. n The inspector spoke with the chairperson of the pre-school, the manager, staff and children at appropriate times. n The inspector completed a joint observation of an activity with the manager. n The inspector looked at samples of children's records. She also looked at evidence of the suitability of staff working with the children. n The inspector spoke to some parents and took account of their views.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The management team ensure that safeguarding training is regularly completed. They routinely share new information, such as wider child protection issues and check that staff know about current legislation. Staff are aware of their responsibilities to ensure children's welfare is protected. They are secure in their knowledge about the procedures to follow if they have any concerns. Staff complete detailed risk assessments to help ensure a safe environment. The management team ensure that they follow secure recruitment procedures and supervision meetings to ensure that staff and committee members are suitable for their roles. Ongoing training and research is encouraged to help increase staff's knowledge. Following this, staff have reviewed and implemented changes to the layout of the resources. This has had a positive impact on children's behaviour and play, such as their

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Quality of teaching, learning and assessment is good

Staff offer a good balance between planned activities and those children choose for themselves. They complete regular observations of children's achievements and use these to plan stimulating activities and to check their progress. Staff interact with children well and help them with tasks, such as effectively using scissors. They help children to concentrate on tasks, such as drawing and cutting paper to make pictures representing farm vehicles. Children explore messy play with enthusiasm. For example, they have fun making models from dough and digging in the large sand-pit. Staff sit alongside children during their play and introduce new vocabulary to extend their emerging language. This helps to support children's communication skills.

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Personal development, behaviour and welfare are good

Staff are attentive to children's needs. They provide a flexible settling in procedure and the key-person system contributes to helping children feel secure. Staff work closely with parents to ensure that they are aware of their children's dietary needs. They promote healthy eating and provide ample opportunities for exercise and outdoor play. The manager and staff implement successful strategies to promote children's independence. From a young age, children are encouraged to find their own belongings. This helps to promote their self-esteem. Children enjoy practising their physical skills, such as joining in with purposeful music and movement sessions. Outdoors they confidently ride wheeled toys and fill containers of water to make puddles to jump in. Staff skilfully help children to learn about their own personal safety, boundaries and risks.

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Outcomes for children are good

Children successfully gain the skills they need to move on to the next stage of their learning or school. They play well together and have good social skills. Older children confidently speak to visitors and explain activities that they find interesting. They initiate conversations and join in with songs and stories. Many children recognise letters and count during their play. Younger children learn to use tools to make drawings and are proud of their achievements. They enjoy taking part in music and movement sessions and exploring outdoors, such as creating marks in the sand and with water.

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Setting details

Unique reference number 113513 Local authority West Sussex Inspection number 10066660 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care Age range of children 2 - 4 Total number of places 26 Number of children on roll 24 Name of registered person Harting Village Pre School Group Committee

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reference number

Date of previous inspection 19 April 2016 Telephone number 07780 603506

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reference number

Harting Village Preschool Group is a committee-run pre-school. The pre-school registered in 1992. It operates from the village hall in South Harting near Petersfield, Hampshire. The pre-school employs four members of staff. They all hold early years qualifications at Level 3. The pre-school is open Monday, Tuesday, Wednesday and Friday from 8.30am to 4pm, term time only. The pre-school is in receipt of funding for the provision of free early years education for children aged two, three and four years.

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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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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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