Muddy Puddles Pre-School

Muddy Puddles Pre- School St Peters Church Hall, Ashley Common Road, Ashley, Hampshire BH25 5AR

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Inspection date 11 February 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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 enthusiastic and experienced staff are warm and caring role models who work together well. They respond to the children calmly and patiently. Their good example encourages children to learn to play together and to respect each other's opinions and ideas. Children's behaviour is good. n Children confidently explore the resources indoors and outdoors. They have good opportunities to be physically active outdoors, where they can run and explore the many attractive resources. n Staff successfully foster effective partnerships with parents and professionals. Parents state that their children look forward to pre-school and they can see the good progress their children make. They feel that the staff value their views. n The manager closely monitors the performance of staff and the progress children make. Children make good progress and where children need additional help, this is carefully planned and implemented.

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This provision is good

n Staff actively share their knowledge and skills and regularly undertake relevant training. They also seek feedback from parents and professionals. This has a positive impact on their abilities to continually reflect on and improve the service they offer. n Sometimes, the more able children are not challenged sufficiently to further develop their skills and interests. n At times, staff provide limited opportunities for children to independently use a variety of creative mark-making resources in different ways.

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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 develop opportunities for the more able children to be challenged, to further develop their skills and interests n increase access to mark-making resources to enable children to develop their early writing skills, link ideas and extend their play.

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What the setting needs to do to improve further

Inspection activities n The inspector toured the premises and reviewed the resources with the manager. n The inspector observed the children and staff at play and talked to them about their activities. n The inspector observed an activity with the manager and discussed teaching and learning. n The inspector took into account the views of parents. n The inspector reviewed documents and records provided by the manager.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff know how to report concerns about children's welfare or the conduct of a member of staff. They risk assess thoroughly and teach children to develop their awareness of risks and how to use resources safely. Appropriate recruitment, induction and vetting procedures are in place to help ensure that staff are suitable. Staff have developed strong partnerships with local schools, professionals and childminders. For example, childminders are invited to stay and play sessions, which enables professional skills and ideas to be shared. Staff benefit from regular staff meetings, supervision and training. They observe and assess children's progress in partnerships with parents and suggest ideas to encourage learning at home. The staff provide resources which children can borrow to use at home with their parents.

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Quality of teaching, learning and assessment is good

Children move between the resources independently and make their own choices. Staff understand how familiar routines help children to settle. For example, a welcome routine helps children get to know the names of their playmates and to learn the language of feelings. They identify if they feel happy, sad, hungry or tired. Staff are responsive to children's interests. For example, when children become interested in the magnifying glasses, staff introduce a box of items, such as fir cones, conkers, buttons and keys. Children use the magnifying glasses to examine closer and feel the textures of the items. Children enjoy the books that are carefully chosen to inspire their play, reflect their interests and support their learning. They listen to stories attentively. Staff introduce numbers into routines and encourage children to count, recognise numerals and learn about position, shape and size. Children's hand-to-eye coordination develops as they

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Quality of teaching, learning and assessment is good

concentrate on tasks. For example, they users large tweezers to pick up pasta shapes and fill bottles.

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Personal development, behaviour and welfare are good

Children are happy and confident and demonstrate increasing independence. For example, they learn to put on their own coats and boots to go outdoors and to pour their own drinks at snack time. Staff help children learn how to resolve problems fairly. Children learn to be kind to others, take turns and share resources. Staff promote children's awareness of healthy lifestyles well. Children know, for example, that milk makes their bones strong and that fruit is healthy to eat. Staff provide parents with ideas for healthy lunch boxes. Staff encourage good hygiene routines and some children remind others why this is important. Children clearly enjoy the many physical opportunities they have. For example, they roll large tyres, climb and demonstrate increasing coordination as they kick footballs.

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Outcomes for children are good

Children make clear progress from their starting points. They enjoy the social story books that reflect their pre-school activities and outings. These provide a valuable resource for encouraging recall and language. Children confidently explain about their recycling and where different items must go. They form confident relationships with the staff and gain valuable skills for their future learning.

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Setting details

Unique reference number EY539144 Local authority Hampshire Inspection number 10089969 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 2 - 4 Total number of places 25 Number of children on roll 24 Name of registered person Mp Partners

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reference number

Date of previous inspection Not applicable Telephone number 07949 085822

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reference number

Muddy Puddles Pre-School opened in 2017 and is situated in St Peters Church Hall in Ashley Common, Hampshire. The pre-school opens Monday to Friday, from 9am to 3pm, during term time only. A team of seven staff work with the children. Of these, four hold a qualification at level 3, one holds level 5 and one holds level 2.

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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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