Dosthill Park Pre-School Playgroup

Dosthill Park Pre-School Playgroup Dorcas Centre, off Blackwood Road, Tamworth, Staffordshire B77 1JE

p.1

Inspection date 12 February 2019 Previous inspection date 13 November 2015

p.1

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

p.1

This provision is good

n The manager works very well with the long-standing staff team. Together they reflect and evaluate on their practice to continually improve. The whole team is dedicated to creating a stimulating environment for all children to play, learn and have fun in. n Partnerships with parents are strong. There is a consistent two-way flow of information shared between home and nursery. This helps to ensure continuity in children's care and learning. Parents speak very highly of the pre-school, they say what a wonderful place it is and that their children love coming here. n Children's behaviour is fostered very well. Staff act as positive role models and have high expectations for all children. They encourage children to share and take turns. Children show kindness and respect to one another as they play. n Children are very independent. They freely access snack time and confidently wash their hands before eating, without reminders. Children have independent access to the

p.1

This provision is good

outdoors and make choices in their play and learning. n Staff use their observations and assessments of children's development, to identify their next steps in learning. They use what they know about children to plan appropriate activities, to help them achieve their goals. This means all children make good progress from their starting points. n Children settle quickly and build secure attachments with their key person, who offers caring and nurturing relationships. Staff gain detailed information from parents and use this well, to help children to feel emotionally secure. The settling in arrangements for all children are effective. n Staff sometimes do not give children enough time to respond to questions or encourage them to find their own ways of doing things to provide the optimum challenge in their learning. n Staff have not fully considered different ways they can help children who speak English

p.1

This provision is good

as an additional language to raise their attainment level to the highest standard.

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 allow children more time to respond to questions and encourage them to find their own ways of doing things, to extend their thinking and provide the highest level of challenge n find further ways to support children who speak English as an additional language, to help them to make even better progress in their learning

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and learning in the indoor and outdoor environments. n The inspector completed a joint observation with the manager and evaluated the quality of teaching practice. n The inspector spoke to staff, children and parents at convenient times during the inspection. n The inspector held a meeting with the manager and nominated person. n The inspector looked at a range of documentation, including evidence of the suitability of staff and paediatric first-aid certificates.

p.2

Effectiveness of leadership and management is good

The arrangement for safeguarding are effective. The management ensures all staff are aware of their responsibilities to protect children from harm. A range of policies and procedures are implemented effectively. Children are well supervised and they are encouraged to be aware of their own safety as they take manageable risks. The manager monitors staff practice well and completes regular appraisals and supervision meetings. She uses information gained from monitoring children's progress and observations of teaching to feed into these meetings. Staff are set targets for ongoing professional development and receive regular training to keep their knowledge and skills up to date. This helps to continually raise practice and improve outcomes for children.

p.3

Quality of teaching, learning and assessment is good

Staff are well qualified and the quality of teaching is good. Staff use their knowledge and expertise to provide a wide range of activities that promote children's interests. Staff interact well with children and skilfully place themselves in areas both inside and outdoors to encourage children to take part in a balance of self-chosen play and adult focused activities. For example, children develop their cutting skills as they enjoy creating story props. They delight in imaginative play as they play together outdoors and make pies in the mud kitchen. Children act out roles as they play in the home corner and show care for the baby dolls. Staff sit and engage in conversations with children. They provide group sessions that are planned for children's age and stage of development. Children show a love for books and this is reinforced at home as they enjoy taking home weekly story sacks. Children enjoy sitting and reading stories with staff in the story

p.3

Quality of teaching, learning and assessment is good

corner and enjoy group times where they actively take part in stories, songs and rhymes.

p.3

Personal development, behaviour and welfare are good

Children are very happy in the pre-school. They confidently know the routines which helps foster their well-being. Staff are in tune with children's individual needs and ensure their care need are effectively met. They offer praise and encouragement to children which helps them to persevere and achieve set tasks. Older children show great confidence with accessing the toilet independently and staff work well with parents to support younger children who are toilet training. Children's good health is promoted well. Children spend lots of time outdoors each day being physically active and benefit from plenty of fresh air. They enjoy a range of healthy snacks and drinks.

p.3

Outcomes for children are good

Children gain key skills in preparation for school. The regular monitoring of children's progress ensures that any gaps in learning are identified and addressed. Children are motivated to learn. They are self-confident and self-aware. Children are developing good literacy and mathematical skills. They spend time in the writing area and enjoy making marks. Older children are beginning to form recognisable letters in their name. All children are encouraged to recognise their names as they self-register. Children are gaining a good awareness of shapes and numbers. They enjoy creating shape pictures and count during play. Children demonstrate good problem-solving skills as they use the construction pieces and follow instructions to successfully build large wheeled toys.

p.3

Setting details

Unique reference number 218132 Local authority Staffordshire Inspection number 10065988 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 30 Number of children on roll 51 Name of registered person Dosthill Park Pre-School Playgroup Committee

p.4

reference number

Date of previous inspection 13 November 2015

p.4

Telephone number

Dosthill Park Pre-School Playgroup opened in 1992. The playgroup is open Monday to Friday from 8.30am until 4pm during term time only. The playgroup provides funded early education for two-, three- and four-year-old children. There are seven staff employed and all hold a qualification between level 3 and level 6.

p.4

Telephone 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

Telephone 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

Telephone 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

Telephone 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

Telephone number

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Telephone number

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

p.5