Potton Woodentops

Potton Woodentops The Hollow, Biggleswade Road, Potton, Beds SG19 2LU

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Inspection date 26 March 2019 Previous inspection date 11 January 2016

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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

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This provision is good

n The manager and staff continue to develop their practice. They complete further training and make good use of any new knowledge. They now make greater use of children's interests, for example in superheroes, to support their learning. n Staff are well supported by the manager and senior staff. They offer children a stimulating variety of play opportunities that capture their attention and support them in making good progress in their learning. n Staff work well with parents and support them in understanding their children's learning. For example, they talk with parents about their child's development and lend resources to use at home. n The manager carefully monitors children's progress and has an accurate picture of areas where they require further support. Staff now offer younger children further opportunities such as singing and small discussion groups, which support them in developing their language skills.

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This provision is good

n Children mirror the good example set by staff. They behave calmly and treat one another with kindness and respect. Staff offer them practical explanations and help them to see how their behaviour affects others. n Not all staff consistently make the best use of the opportunities to further extend and build on children's knowledge and learning. n Staff do not always make optimum use of opportunities to encourage children's independence and support them in developing their understanding of the relevance of healthy lifestyle practices.

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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 improve further staff's skills in recognising and using learning opportunities to consistently support children in developing and building on their knowledge n extend the daily opportunities that encourage children's independence and enable them to build their understanding of the relevance of healthy practices.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector held a meeting with the pre-school manager, who is also the owner. She looked at relevant documentation, discussed the pre-school's self-evaluation and viewed evidence of the suitability of staff. n The inspector completed a joint observation with the pre-school manager. n The inspector spoke to a number of parents during the inspection and took account of their views. She also viewed written feedback from parents.

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Effectiveness of leadership and management is good

The manager makes good use of her qualification to inform her work. She offers staff effective supervision and evaluates the work of the pre-school effectively to make continued improvements. The reorganisation of the daily routine means that staff now have increased time to interact with children. The manager knows the children well and makes good use of additional funding to help reduce any differences in learning. Arrangements for safeguarding are effective. Training and regular updates at team meetings ensure that staff are fully aware of local procedures and national guidance. They understand how to report any concerns about children's welfare. Staff work well with other professionals and childcare settings that children attend. This helps to ensure that children's needs are recognised and understood, and that their care is consistent.

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Quality of teaching, learning and assessment is good

Children use their imagination and develop their creative skills as they experiment with the resources. For example, they use wood, tyres and trays to make a 'camper van filled with food'. They learn to work together and take turns, for example, when they play card matching games. Staff make good use of daily routines as one of the ways they support children's development. For instance, during group time at the start of each session, children learn social skills as they listen to one another and participate in discussions. They communicate their ideas and staff support the development of their language, for example, through speaking clearly and making good use of sign language. Staff aid children in developing the physical skills that support them in writing. Children develop their small-muscle skills as they select small pieces of wood and other craft materials. They use their larger muscles as they manipulate coloured dough and use the pump

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Quality of teaching, learning and assessment is good

mechanism on the water dispenser. Children acquire skills in maths as they play. For example, they sort objects according to weight and size.

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Personal development, behaviour and welfare are good

Staff use the key-person system well to work with parents. They gather clear initial information, for example, during home visits, so that they understand children's needs. They build on their knowledge as they continue to exchange information with parents. Children settle well and build secure relationships with staff. They have good opportunities that aid them in developing their physical skills and understanding of safety. For example, children using the slide learn to climb and balance. They understand it is important to allow space for other children to climb the steps and slide down. Children thoroughly enjoy reviewing their assessment records. They eagerly remember past activities and are proud when they note the progress they have made. This helps children understand their own learning and builds their confidence and positive attitudes.

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Outcomes for children are good

All children make good progress from their starting points and develop essential skills in readiness for school. Children competently select resources and organise their play. Staff support them in communicating with one another. This particularly aids children with special educational needs and/or disabilities (SEND) and those who speak English as an additional language, and they develop good communication and social skills.

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Setting details

Unique reference number EY478548 Local authority Central Bedfordshire Inspection number 10076057 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Sessional day care Age range of children 2 - 4 Total number of places 32 Number of children on roll 54 Name of registered person Noakes, Anne Jacqueline

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reference number

Date of previous inspection 11 January 2016 Telephone number 01767261100

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reference number

Potton Woodentops registered in 2014. The pre-school employs 12 members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3 or above, including two who have early years professional status. The pre-school opens from Monday to Friday during term time only. Sessions are from 8am until 4pm on Monday, Tuesday, Wednesday and Thursday and from 8am until 1pm on Friday. The pre-school provides funded early education for two-, three- and four-year-old children.

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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.

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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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