Upper Hopton Pre-School

Upper Hopton Pre- School Croft House Community Centre, Jackroyd Lane, Upper Hopton, Mirfield, West Yorkshire WF14 8HS

p.1

Inspection date 5 March 2019 Previous inspection date 8 October 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 Staff monitor children's development effectively. They regularly share observations and assessment information with parents. Children make good progress from their starting points. n Staff plan activities around children's current interests and a variety of topics. For example, children spend long periods of time pretending to make pancakes, using bowls, spoons and play food. n Staff are enthusiastic and playful in their approach. One example of this is when staff play a chasing game outside. Children are animated and delight at taking on different roles in the activity. n Children develop very close attachments to the staff. This helps children to settle quickly in the pre-school and to foster their emotional well-being successfully. n The manager and staff work in partnership with others effectively. For example, they have close links with the local school, church and a wide range of professionals.

p.1

This provision is good

n Parents are very complimentary about the pre-school. One comments, 'Staff are excellent in every way. They are wonderful with the children and families. Children make good friends and develop social skills.' n The manager and staff do not consistently organise routines to fully promote high levels of participation and engagement for all children. n The manager does not focus the professional development programme precisely to help raise the quality of teaching, learning and assessment to the highest level.

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 review the organisation of routines to consistently promote high levels of engagement and participation for all children n focus the professional development programme more sharply to help raise the quality of teaching, learning and assessment to the highest level.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector spoke with staff, members of the committee and children at appropriate times during the inspection. n The inspector completed a joint observation with the manager of the pre-school. n The inspector held a meeting with the manager and discussed self-evaluation. She looked at relevant documentation, such as staff training records, policies and procedures, and evidence of the suitability of staff and committee members. n The inspector spoke to some parents and other professionals during the inspection and took account of their views.

p.2

Effectiveness of leadership and management is good

The manager is passionate about promoting positive outcomes for children and their families. She reflects on the overall quality of the setting using the views of parents, committee members and children. She has addressed the recommendations for improvement from the last inspection. For example, she completes regular supervision meetings with staff and regularly observes their interactions with children. Safeguarding is effective. Staff have all attended child protection training. They can identify possible signs and symptoms of child abuse and neglect. They show awareness of wider safeguarding issues. They understand the procedures in place to follow if they have any concerns about a child's welfare.

p.3

Quality of teaching, learning and assessment is good

Staff gather detailed information from parents about children's knowledge, skills and development when they first start at the setting. They use this information to plan activities that help to support children's next steps in learning. Staff skilfully join in children's play and ask questions to help further their knowledge. For example, children investigate how a magnet works and discuss which items they think it will pick up. Staff enthusiastically encourage children to close their eyes and choose an item from a bag. They model and emphasise the letter sound at the start of each item. Children use actions as they practise copying the sound. They enjoy taking part in activities that help to develop the small muscles in their hands and fingers. For example, children explore dough and carefully thread cereal hoops onto pipe cleaners. This helps to promote their early writing and reading skills in readiness for school.

p.3

Personal development, behaviour and welfare are good

Children behave well. Staff teach them how to cooperate with others, such as sharing and taking turns with toys. They sensitively support children and encourage them to listen and follow instructions. For example, they ensure children wash their hands properly before eating. Children find out about how to keep themselves healthy. They enjoy a visit from the dentist and learn how to brush their teeth thoroughly. Children talk about sugar in the foods that they eat and how they can reduce this. Children spend time outdoors. For example, they practise riding bicycles and have fun coming down the slide. They take an interest in the local area and grow plants to support community events. They enjoy searching for insects in a 'bug hotel' that they helped to build. This helps to foster children's understanding of the world and physical skills effectively.

p.3

Outcomes for children are good

Most children achieve in line with expectations for their age. Where children are working slightly below expectations, strategies are put in place to support them to make good progress. Children are confident and inquisitive. They enjoy being creative, for example they use paint to make their own pictures. They move their bodies as they create different sounds with musical instruments. Children learn about shapes, space and numbers through their play. For example, they explore capacity while they fill and empty containers in the sand outside.

p.3

Setting details

Unique reference number 311348 Local authority Kirklees Inspection number 10063959 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 1 - 4 Total number of places 26 Number of children on roll 17 Name of registered person Upper Hopton Playgroup Committee

p.4

reference number

Date of previous inspection 8 October 2015 Telephone number 07989 212296

p.4

reference number

Upper Hopton Pre-School registered in 1993 and is managed by a voluntary committee. It operates from Croft House Community Centre in Mirfield, Wakefield. The pre-school employs five members of childcare staff. Of these, five hold appropriate early years qualifications at level 3 or above, including the manager with a qualification at level 6. The group opens on Monday, Tuesday and Thursday from 9am to 3pm, and on Wednesday and Friday from 9am to 1pm, term time only. It provides funded early years education for two- and three-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