Cranwell Romper Room

Cranwell Romper Room Old School House, Old School Lane, Cranwell Village, SLEAFORD, Lincolnshire NG34 8DF

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Inspection date 3 April 2019 Previous inspection date 5 May 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 leadership team has high expectations of staff. The manager is well organised and gives good support to staff, including supervision and team meetings to help enhance their practice. n Parents speak highly of the pre-school and value the supportive relationships they have with staff. They are confident that their children really enjoy attending. Parents eagerly attend the many parents' activities, such as the Easter egg hunt and stay-and-play sessions. n Staff place a strong focus on helping children to develop their language and vocabulary skills. Children's communication and speaking skills are flourishing, including those who speak English as an additional language. All children are making good progress. n The manager, staff and committee work hard to ensure the learning and welfare needs of the children are always met. They have developed a strong team ethos. Staff are very caring, friendly and reassuring, which has a positive effect on children's emotional

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This provision is good

security. n There is a strong importance placed on making links with the local community. Children attend festivals at the local church and enjoy people coming into the pre-school to share with them their own cultural celebrations. This helps to enhance children's learning and contributes to their understanding of the community they live in. n On occasions, staff's expectations of how long young children are able to sit during large-group activities are too high. Therefore, this teaching does not retain the interest of the younger children who become restless.

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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 review the organisation of some large-group activities to help young children remain well focused on their learning.

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What the setting needs to do to improve further

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 spoke with staff and children during the inspection. n The inspector completed a joint observation with the pre-school manager. n The inspector held a meeting with the pre-school manager. She looked at relevant documentation and evidence of the suitability of staff working in the pre-school. n The inspector spoke to several parents during the inspection and took account of their views.

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Effectiveness of leadership and management is good

The leadership team ensures staff have a confident understanding of safeguarding. Staff recognise the signs of abuse and know how to report any concerns they have about children. The manager provides a wide range of training for staff to keep them up to date with child protection issues, including radicalisation. Staff are vigilant about children's safety. They carry out regular risk assessments to identify and reduce potential hazards. Safeguarding is effective. Leaders monitor the quality of teaching and learning and take effective action to help address any gaps in the curriculum. For example, they worked with staff to develop the outdoor provision and raise the profile of mathematics within the pre-school. Self-evaluation is effective and used successfully to drive continual improvements. Parents speak highly about the care their children receive and are kept informed about their progress.

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Quality of teaching, learning and assessment is good

Staff use their observations of children and their assessment information to plan effectively for children's next steps in learning. Staff are well qualified, experienced and dedicated. They consider children's interests and backgrounds well and provide appropriate support for them. Children benefit from adult-led activities and opportunities to explore and lead their own play. Staff teach mathematics well through the experiences they provide. For example, during a football coaching session the children count and recognise numbers. Staff skilfully use spontaneous moments in children's play to support their learning. For example, they challenge children to solve problems, develop their imaginative ideas and explore new and different textures within their play experiences. Staff purposefully engage in children's play and develop their natural curiosity and interests very well. For instance, during a music session about spring, staff teach

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Quality of teaching, learning and assessment is good

children new words and ask them to think about all the new things that spring brings, such as chicks and growing plants.

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Personal development, behaviour and welfare are good

Staff prepare children well for changes, such as moving on to school. They work closely with Reception teachers to support a smooth transition for children. Staff provide children with fresh and healthy food, which is tailored to suit those children who have special dietary requirements. Staff teach children to manage their self-care needs independently, such as washing their hands at appropriate times. Children enjoy opportunities to take exercise and play outside in the fresh air. They have excellent manners and understand what it means to be a good friend, by sharing and taking turns.

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Outcomes for children are good

Children make good progress in relation to their starting points. They demonstrate good hand-to-eye coordination, as they use spoons and scoops to move and pour outdoor materials. They have strong communication skills and confidently talk with each other, staff and visitors. Children practise their early writing skills and learn new letter sounds. They display a positive attitude to their learning and develop the skills they need for the future, including starting school.

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Setting details

Unique reference number 509651 Local authority Lincolnshire Inspection number 10072974 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 Full day care Age range of children 2 - 4 Total number of places 20 Number of children on roll 30 Name of registered person The Romper Room Committee

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reference number

Date of previous inspection 5 May 2016 Telephone number 07950 685716 or 01400 262206

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reference number

Cranwell Romper Room registered in 1992 and is located in Sleaford, Lincolnshire. The pre-school employs six members of childcare staff. Of these, one holds a teaching qualification, one holds an appropriate early years qualification at level 4, two hold qualifications at level 3 and one holds a qualification at level 2. The pre-school opens from Monday to Friday during term time. Sessions are from 9am until 3pm. The pre-school provides funded early education for three- and four-year-old children. It supports children who speak English as an additional language.

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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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