Chuckles Pre-School

Chuckles Pre-School Keldholme Lane Community Centre, Gillamoor Court, Alvaston, Derby, Derbyshire DE24 0RU

p.1

Inspection date 26 February 2019 Previous inspection date 19 July 2016

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 Staff offer a welcoming and nurturing learning environment. Children settle readily and are happy and content. They develop warm and trusting relationships with their key person. They thoroughly enjoy their time at the pre-school. n Children behave well. Staff are good role models for children and encourage positive behaviour. They provide children with clear expectations and boundaries when managing their behaviour. Children learn to respect each other's points of view and to play cooperatively together. n Staff have a good understanding of how children learn and develop. They accurately observe and assess children's progress, and plan interesting activities that follow children's interests. Children make good progress in relation to their starting points. n Staff have developed strong and trusting relationships with parents. Daily conversations between staff and parents help to provide a consistent approach in supporting

p.1

This provision is good

children's care and learning. Parents comment that they feel very happy and well informed about the care and learning their children receive. n The manager effectively reflects on the provision to continue to make improvements. For example, she has identified the need to improve the outside area for children who prefer to play outside. She includes the views of staff and parents in the process. n Systems for evaluating staff practice are not sharply focused to help the good-quality teaching improve to the highest level. n Sometimes during play, staff miss opportunities to fully develop children's mathematical skills and ideas of number, shape, space and measure.

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 build on the existing arrangements for monitoring and supervising staff performance to raise the quality of teaching to an outstanding level n provide more opportunities for children to develop further their mathematical skills and help them have a greater awareness of early mathematical ideas.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector had a tour of the pre-school with the manager. She spoke with staff, parents and children throughout the inspection and took account of their views. n The inspector had a discussion with the manager and looked at and discussed a range of policies and procedures. 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 the manager. She viewed children's learning records and discussed how staff monitor and assess children's progress. n The inspector checked evidence of the suitability and qualifications of staff. She discussed staff performance management systems and the evaluation process with the manager.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The manager and staff have a good understanding of their role in helping to keep children safe. They have a secure knowledge of safeguarding. They understand how to identify and report any concerns to help protect children from harm. Strong recruitment and induction arrangements help to ensure that staff are suitable and have a clear understanding of their roles. Staff have attended training on how they can help develop children's small-muscle skills. This has resulted in more equipment being introduced to help enhance children's physical development. The manager tracks the progress of different groups of children to close any gaps in their learning as quickly as possible. Partnerships with local schools are well established. This contributes to the continuity in children's learning and development and a smooth move on to school.

p.3

Quality of teaching, learning and assessment is good

Staff are qualified and use their knowledge well to promote children's learning. They challenge children and encourage them to solve problems. For example, children find out whether a bottle full of water will sink or float. Staff extend this play and help children to discover that feathers sink when they become wet. Staff support children's communication and language skills well. For example, they repeat words and phrases, so that children of different ages learn new vocabulary and use them in their play. They also provide children with regular opportunities to talk about their experiences with each other. Children enjoy the art and craft activities. For instance, older children show excitement as they make a ticket for a pretend train journey. Young children become engrossed in exploring the texture of glue as it drizzles from the glue spreader onto paper.

p.3

Personal development, behaviour and welfare are good

The environment is welcoming, bright and well resourced. Staff are very focused on helping children to become independent from an early age. They implement effective settling-in procedures and a good key-person system to help children settle quickly and develop a sense of belonging. Staff listen to children and value their views. Children frequently receive praise and encouragement from staff. This helps them to develop high self-esteem and a positive view of themselves. Healthy lifestyles are promoted well. Children enjoy healthy snacks and have regular opportunities to play outside in the fresh air, exercise and strengthen their physical skills. Children begin to understand the wider world. For instance, they celebrate festivals from different cultures and enjoy outings in the local area.

p.3

Outcomes for children are good

Children are well motivated and interested to acquire new skills and knowledge. They are learning in the expected age range, and they concentrate and listen. They develop skills for the next stage in their development and eventual move to school. All children are developing good physical skills. They learn to climb and balance and hold tools effectively. Older children are beginning to recognise and write their names. Children use their imagination well, for example as they play with dolls and pretend to go shopping.

p.3

Setting details

Unique reference number 206128 Local authority Derby Inspection number 10072521 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care Age range of children 2 - 4 Total number of places 30 Number of children on roll 7 Name of registered person Rowley, Diane Rowley

p.4

reference number

Date of previous inspection 19 July 2016 Telephone number 01332 756918

p.4

reference number

Chuckles Pre-School registered in 1992 and operates from Keldholme Lane Community Centre in Alvaston, Derby. The pre-school opens from Monday to Friday during term time only. Sessions are from 9am until 3pm. The pre-school employs two members of childcare staff, who both hold an early years qualification at level 3. The pre-school receives funding to provide free early years education for two-, three- and four-year-old children.

p.4

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.

p.4

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.

p.4

reference 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

reference 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

reference number

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

p.5

reference number

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

p.5