St Elisabeth's Church of England Primary School

Doddiscombsleigh Pre School Doddiscombsleigh Primary School, Doddiscombsleigh, Exeter, Devon EX6 7PR

p.1

Inspection date 28 March 2019 Previous inspection date 10 May 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 Children have a good understanding of how to identify risk and keep themselves and others safe. For example, staff ask children if they have checked to see if they are playing safely. They discuss possible hazards and problem solve to reduce risk, such as moving their play or building a barrier to stop the ball accidently hitting their friends. n Partnerships with parents are good. Staff use a variety of effective methods to communicate daily with parents, for example regular parents' meetings. Parents are highly complimentary about the care and learning their children receive. n The manager and committee have high aspirations for the pre-school and implement effective systems to drive improvements to the provision for the benefit of children and the wider community. n Children form close and caring relationships with staff and each other. Key persons make good use of the information they gather about children to help them settle into

p.1

This provision is good

the pre-school. n Older children develop excellent body control and muscle strength. They show good awareness of space and negotiate obstacles very well. For example, as they competently ride two-wheeled bikes with pedals. Young children show high levels of energy and good physical skills as they push themselves along on balance bikes at speed using both feet. n Staff do not make the most of all opportunities to help children to gain an understanding of online safety when using technology. n Occasionally, staff do not focus activities enough to ensure that all children are appropriately challenged across all areas of learning and development.

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 provide opportunities for children to develop a greater understanding of online safety n ensure that children are provided with appropriate challenge during planned activities, to further their learning and development across the whole curriculum.

p.2

What the setting needs to do to improve further

Inspection activities n The inspection completed a joint observation with the manager. n The inspector looked at a range of documents, including the suitability of staff to work with children. n The inspector observed staff interacting with children both indoors and outside and assessed the impact of this on children's learning. n The inspector spoke with parents and took account of their views. n The inspector held discussions with the manager and nominated individual.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The manager, staff and committee members have a good awareness of their responsibilities to protect children's welfare and know who to contact should a concern arise. Overall, the committee provides training and supervision to help staff understand their role. Staff work extremely closely with teachers from the adjoining primary school. For example, they collaborate on fundraising events, discuss children's development and share resources, such as the gardening and pond areas. This helps to create a shared and consistent approach to children's learning. The manager monitors how well individual and the different groups of children are progressing in their learning. Staff work well with outside agencies to ensure that all children get the support they need, including those with special educational needs and/or disabilities (SEND).

p.3

Quality of teaching, learning and assessment is good

Staff focus well on developing children's understanding of mathematical language and children use size comparisons freely in their play. Children show a love of reading and frequently ask staff to share books as a group and individually. Children delight in predicting what will happen next in the story and joining in with repeated refrains from their favourite books. Staff provide children with lots of opportunity for mark making through a well-resourced environment. For example, children enjoy writing 'lots of letters' and they busy themselves with paper, boxes, envelopes and tape. Staff support children's communication effectively. For instance, they repeat back words clearly to children and introduce new words to their vocabulary. They also use simple sign language to further develop the skills of all children, in particular those with SEND. Staff regularly observe and accurately assess children's development. They gather information

p.3

Quality of teaching, learning and assessment is good

from parents to inform children's starting points, as well as regularly throughout their time at the setting. Staff use this information well to plan activities that capture children's interest.

p.3

Personal development, behaviour and welfare are good

Children behave well and learn good social skills. This helps to promote children's well- being and self-esteem. Children are very considerate of each other and staff support them in cooperating and playing harmoniously with their friends. For example, staff encourage them to ask their friends independently if they can share toys and equipment. Staff are kind and calm in their approach. Behaviour is consistently supported with positive strategies, which even the youngest children understand and cooperate with. Children are supported to self-regulate well and staff adapt strategies as needed, for example, they give children the time and space they need to settle into the session.

p.3

Outcomes for children are good

All children are making good progress, including those with SEND. Children benefit from the excellent relationships between the pre-school and the adjoining school and are very well prepared for their move on to school. Children are confident and motivated to learn and enjoy exploring the setting both indoors and outdoors. Children receive consistent praise and show pride in their achievements, for example, when working together with a member of staff to complete a puzzle.

p.3

Setting details

Unique reference number 106110 Local authority Devon Inspection number 10072256 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 16 Number of children on roll 12

p.4

Name of registered person

Doddiscombsleigh Community Pre-School Group Committee

p.4

reference number

Date of previous inspection 10 May 2016 Telephone number 01647 253695

p.4

reference number

Doddiscombsleigh Pre School registered in 1992. It operates from a room in a modular building situated in the grounds of Doddiscombsleigh Primary School, near Exeter. It opens on Monday and Thursday from 9am to 3.30pm and on Tuesday and Wednesday from 9am to midday. A lunch club is available from midday to 1pm. There are currently three members of staff employed to work directly with children. The manager and one member of staff hold a relevant qualification at level 3 and the assistant is qualified to level 2. The pre-school provides early years education to children aged two, three and four years.

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