Quetta Park Pre-School

Quetta Park Pre-school Quetta Park Pre-school, Quetta Park, CHURCH CROOKHAM, Fleet GU52 8TJ

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Inspection date 4 April 2019 Previous inspection date 12 November 2013

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This inspection: Good 2

Previous inspection: Outstanding 1 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 know the children well and successfully adapt their support and expectations to meet children's individual needs. They accurately assess children's learning and help children, including those learning English as an additional language, to quickly achieve their next steps in learning and make good progress in readiness for school. n Children are very happy and demonstrate high levels of self-esteem and confidence. Staff have high expectations of children and successfully develop positive relationships with them. They manage children's behaviour well. n The provision for outdoor learning is particularly strong. Staff provide a well-resourced, stimulating environment to support children of all ages to learn independently. They effectively motivate children to develop their physical and problem-solving skills. n Partnerships with parents are purposeful and successfully support consistency in learning. Parents speak highly of the pre-school, in particular the improvements the

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This provision is good

new manager has made to strengthen the provision. n The leadership team has a clear understanding of the areas for development. It acts successfully on the views of the local authority and others to improve the quality of the provision. For example, staff have reviewed the quality of resources of offer after a recent audit, which has improved children's motivation to join in activities. n Although teaching is generally strong, professional development is not focused precisely enough on raising the quality of teaching to a consistently high level. n Some daily routines, such as key-person group times, are not planned well enough and do not capture children's interest successfully.

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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 strengthen the current arrangements for performance management of the staff to help promote the quality of teaching to the highest level n review the provision of planned activities, such as key-person group times, so that children enjoy activities that are tailored to meet their individual learning needs more precisely.

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What the setting needs to do to improve further

n The inspector observed children's play during indoor and outdoor activities. n The inspector observed the quality of interactions and teaching, and assessed the impact this has on children's development. n The inspector looked at a sample of documentation, including initial and ongoing checks for staff suitability. She discussed the recruitment of new staff with leaders. n The inspector spoke with the staff, children and parents at appropriate times during the inspection. The inspector held a meeting with the nominated individual, the manager and a representative from the local authority. n The inspector conducted a joint observation of a themed water-play activity with the manager.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff receive regular training and updates about child protection and wider safeguarding issues. They demonstrate a secure knowledge of the procedure to follow should they have a concern about a child or the behaviour of another adult. The manager works effectively in partnership with other agencies to safeguard children. She follows suitable recruitment procedures to ensure the initial and ongoing suitability of those working with children. Overall, the manager supports staff well to improve their knowledge and skills. They benefit from ongoing training, such as recognised childcare qualifications, to further develop their teaching. The manager closely monitors the progress of groups of children. She uses this information effectively to address any differences in children's learning and to identify further improvements. Leaders make good use of extra funding to provide specific activities that support

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Effectiveness of leadership and management is good

children's individual learning and development needs.

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Quality of teaching, learning and assessment is good

Staff use their experience and/or qualifications well and effectively support children to follow their own ideas and interests. For example, outside children work well together to construct a series of ramps for their cars. Staff use this spontaneous opportunity to effectively promote children's understanding of numbers. They help children to calculate how far the cars might travel and introduce a chalk number line to build further on children's recognition of numbers. Staff use effective strategies to support and extend children's language skills. For example, bilingual staff support children who are learning English as an additional language, such as through simple translation. Children quickly gain confidence in speaking a new language, alongside their own, in readiness for school.

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Personal development, behaviour and welfare are good

Staff support children's emotional needs well, especially during times of change for the families, giving children stability and consistency. Staff value children's opinions and support them well to respect and consider the feelings of others. Clear and consistent routines and expectations support children as they learn to share and take turns with the toys. Children spend time being physically active in the garden. They dig excitedly through the sand looking for pirate treasure or prepare ice-cream treats for their friends in their ice-cream shop. Staff take robust steps to help ensure the safety of children, such as through good staff deployment and supervision of children. They effectively promote the good health of children attending.

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Outcomes for children are good

Children are confident and motivated learners, who develop key skills and knowledge in readiness for school. They develop good physical skills and show high levels of independence. Children express themselves confidently. They ask questions, test their own ideas and work out solutions for themselves. Older children recognise numbers and complete simple calculations. Children follow instructions well and take responsibility for small tasks, such as tidying away resources.

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Setting details

Unique reference number EY447665 Local authority Hampshire Inspection number 10101884 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 35 Number of children on roll 26 Name of registered person The Aldershot Garrison Pre-School Settings

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reference number

Date of previous inspection 12 November 2013 Telephone number 01252620551

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reference number

Quetta Park Pre-school registered in 2013. It is one of four settings owned and managed by the trustees of Aldershot Garrison Pre-school settings. The pre-school is located within an old school house on Quetta Park in Church Crookham, Fleet. It is open each weekday from 9am to 3.30pm during school term times. The pre-school is in receipt of funding for the provision of free early education for children age two, three and four years. It employs five members of staff. Of these, three 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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