Purley Pre-School

Purley Pre-School Long Lane Primary School, Long Lane, Tilehurst, Reading RG31 6YG

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Inspection date 20 March 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 management team and staff provide an inclusive environment. They value children's home culture and effectively support their bilingual skills. Children learn about communities and develop their understanding and respect for the differences between themselves and other people. n Staff provide children with a stimulating learning environment that reflects the different areas of learning successfully. For example, children enjoy learning about the life cycle of animals and are especially excited to care for and learn about a chicken for the day. n Children are successful independent learners and make confident decisions as they lead their play. They gain a wealth of useful skills that prepare them well for their future learning and starting school. n The management team and staff are committed to providing good-quality care and learning for children. They consistently reflect on the service they provide and seek the

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This provision is good

views of parents and children to drive further improvements. n Parents speak highly about the quality of the pre-school and are pleased with the progress their children make. Staff keep parents fully informed about their children's learning. n Leaders do not fully enhance staff's ongoing wider professional development to raise knowledge and skills and help every child to achieve the highest possible outcomes. n Systems to monitor and improve staff's performance are not sharply focused enough on improving their practice to a higher level.

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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 enhance staff training and professional development opportunities to ensure they offer quality learning and broader development experiences to help improve children's outcomes further n develop the use of monitoring and the reflection of staff's performance and focus more precisely on improving practice to the highest levels.

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What the setting needs to do to improve further

Inspection activities n This inspection was carried out as part of a risk assessment process. n The inspector observed activities in the two main base rooms and garden. She talked to staff about the progress individual children are making. n The inspector carried out a joint observation with the manager and checked evidence of the suitability and qualifications of staff working with children. n The inspector looked at relevant documentation, including planning and a selection of the setting's procedures and children's records. n The inspector held meetings with the manager and the chairperson of the committee. She spoke with staff and children at appropriate times throughout the inspection. n The inspector took account of the views of parents spoken to during the inspection.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff understand child protection issues, minimise hazards well and monitor access to the pre-school stringently. Staff complete regular training to help them implement safeguarding procedures and protect children from harm. For example, staff have reviewed their understanding of how to protect children against extreme views and behaviours which may put them at risk. Recruitment procedures are strong and staff have regular staff meetings to generally update their knowledge. Leaders accurately monitor the progress that children make in their development to ensure that any gaps in learning are quickly identified and addressed. Staff develop good partnerships with the local schools and other professionals. This helps to support a consistent approach to children's learning and development.

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Quality of teaching, learning and assessment is good

The staff regularly observe children and make accurate assessments of their development. They use this information well to shape children's learning experiences and help children to successfully achieve the next steps in their learning. Staff skilfully engage with children during the activities and ask questions to help extend their learning. Staff use effective communication to support and extend younger children's growing language skills. Older children articulate their ideas clearly and confidently. Pre- school children focus as they explore what colours they can make with different paints and learn how to cut safely with scissors. Staff inform parents about children's progress through, for instance, parents' evenings and progress reports.

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Personal development, behaviour and welfare are good

Staff are friendly and nurturing and children form close attachments to them. Children are happy and settled. Staff are good role models and work with parents to support children's emotional well-being. Children learn about the benefits of a healthy lifestyle through routines, activities and discussions with staff. They have plenty of opportunities to enjoy exercise in the fresh air each day. Children thrive in the outdoor areas. They take risks as they climb on large play equipment and use their imaginations during sand play and as they plan their journeys on tricycles. Children learn how to care for living things as they handle a chicken and explore nature and life cycles as they observe insects and tadpoles. Children display their good understanding of the world and correctly identify that eggs come from chickens. They especially show delight when the chicken lays an egg in the pre-school.

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Outcomes for children are good

Children progress well in their learning in relation to their starting points. They are keen learners who behave well. Pre-school children listen, show good focus and play collaboratively. They confidently explore, test out their ideas and solve problems while constructing with various building shapes and materials. Children have good opportunities to develop their early literacy skills. For example, they can find their name, listen attentively to stories and enjoy learning about letters and their sounds during phonic sessions. Younger children use their good imaginations freely as they play, for example pretending to visit different places on a bus.

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Setting details

Unique reference number EY549215 Local authority West Berkshire Inspection number 10100124 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 53 Name of registered person Purley Pre-school Committee

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reference number

Date of previous inspection Not applicable Telephone number 07504 831149

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reference number

Purley Pre-School originally registered in 1992 and re-registered in 2017. It is based in Purley-on-Thames, Reading. The pre-school is open five days a week during term time from 8.45am to 3.15pm. It provides funded early education for two-, three- and four- year-old children. The pre-school employs 10 members of staff. Of these, six hold appropriate early years qualifications at level 3.

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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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