North Wraxall Pre-School Playgroup

North Wraxall Pre- School Playgroup Community Hall, North Wraxall, CHIPPENHAM, Wiltshire SN14 7AF

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Inspection date 11 March 2019 Previous inspection date 10 May 2018

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This inspection: Good 2

Previous inspection: Requires improvement 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 Staff have clear training plans in place and have undertaken professional development opportunities that have improved the quality of teaching and outcomes for children. For example, training in using signing has helped improve how children communicate, particularly those who have additional needs. n Staff use the children's interests well to plan a range of interesting activities that they are keen to participate in. The manager and staff monitor children's progress appropriately and seek additional support when they identify gaps in learning. All children make good progress in relation to their starting points and those children who are below expected levels of development are helped to catch up. n Children's behaviour is good. Staff are good role models and treat one another and the children with respect. Children play together cooperatively and learn to share and take turns. Staff work closely with parents to offer consistency in managing any

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This provision is good

developmental behavioural issues. n Children have good opportunities to play outside in the fresh air and take part in physical exercise. For example, they enjoy balancing on logs, rolling down hills, running around the garden and riding tricycles. n Parents report that they receive regular feedback about their child's progress and feel involved in their children's learning. They share children's achievements and receive ideas about how to promote their child's development at home. Parents work together with staff to support children's all-round development. n At times, staff do not encourage children to think about and solve their own problems, before offering them a solution. n Although key persons know their children's next steps in learning, these are not closely linked to planning to enable all adults to fully promote these during children's free play.

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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 create more opportunities for children to think about how they may solve problems for themselves n review planning so that all staff are aware of and can fully promote children's next steps during free play.

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What the setting needs to do to improve further

Inspection activities n The inspector observed staff's interactions with the children, indoors and outdoors, and assessed the impact of these on children's learning. n The inspector spoke to the manager, staff and children at appropriate times during the inspection. n The inspector carried out a joint observation of an activity with the manager and together they evaluated the quality of teaching. n The inspector sampled a range of documentation, including children's records, policies and staff suitability checks, qualifications and training certificates. n The inspector spoke to several parents and took account of their views.

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Effectiveness of leadership and management is good

The recently appointed manager has worked very hard with the local authority, the provider and staff to improve the quality of the pre-school. For example, she has appointed a member of staff who has taken responsibility for liaising with other settings children attend and local schools they will move on to. This promotes a shared approach to children's learning and helps prepare them for their move to school. The manager uses self-evaluation well to identify clear priorities for improvement. For example, she is continuing to improve children's assessments and how staff plan for their next steps, to make these even more precise. The manager has checked the progress children make in specific areas of learning. She found a gap in mathematics and delivered staff training. Staff's teaching of mathematics has improved and this has had a positive impact on children's mathematical development. Safeguarding is effective. Recruitment procedures

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Effectiveness of leadership and management is good

are effective in checking staff's suitability. Staff maintain detailed records and liaise with the relevant agencies when concerned about children's welfare.

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Quality of teaching, learning and assessment is good

Staff support children's learning well, overall. They promote children's language, for example by asking useful questions, offering a narrative during children's play and repeating what children say correctly. During sensory play staff model new words to increase children's vocabulary, such as 'compact' and 'fragile'. Staff engage with children as they use their imaginations to develop their storylines and the use of additional resources further. They listen to and respect what children want to do, for example by allowing them to choose songs and stories at group time.

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Personal development, behaviour and welfare are good

Children demonstrate that they feel safe and secure. They form good relationships with the staff and friendships with the other children. Children learn about the importance of staying safe. They talk about and contribute to the rules, for example not going over the silver line without telling an adult. They can take suitable risks, such as when rolling down hills and jumping off logs. Children learn about healthy lifestyles, for example the importance of making healthy food choices, and they are eager to play outside in the fresh air. Staff help children learn to respect one another's backgrounds. For example, when children speak other languages they are encouraged to help everyone learn some of their special words.

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Outcomes for children are good

Children are happy, sociable and engaged in their play. They concentrate well during large-group activities and take turns in conversations. Children show that they enjoy favourite books and have plenty of opportunities to develop their early writing skills. For example, one child holds a book and reads to another child while they are lying on the floor in the book corner. Children freely use mathematical language, for example when they say they 'can't carry the bucket because it is heavy'. They develop self-care skills, such as putting on their coats and boots. They develop key skills that will aid them for their eventual move to school.

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Setting details

Unique reference number 199393 Local authority Wiltshire Inspection number 10084944 Type of provision Childcare on non-domestic premises

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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 29 Name of registered person North Wraxall Pre-school Playgroup Committee

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reference number

Date of previous inspection 10 May 2018 Telephone number 01225 891 550

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reference number

North Wraxall Pre-School Playgroup registered in 1969. It opens from 9am to 4pm Monday to Thursday, and from 9am to 3pm on Friday, during term time only. The pre- school receives funding for the provision of free early education for children aged three and four years. Five members of staff work directly with the children. Of these, two hold qualified teacher status and two hold relevant early years qualifications at level 6.

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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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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.

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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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