Little 1 Preschool

Little 1 Preschool The Salvation Army Church 85 Whites Way, Hedge End, Southampton SO30 2GL

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Inspection date 24 April 2019 Previous inspection date 11 September 2014

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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 Outstanding 1 Outcomes for children Good 2

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This provision is good

n Staff at the pack-away pre-school set up a highly stimulating environment which children relish. All age groups of children play harmoniously together and thrive under the care of well-qualified staff who nurture each unique child. n Children's behaviour is exemplary. Staff have built excellent relationships with children and know each child's development and character extremely well. The strategies staff put in place at the beginning of the school year help children develop their emotional well-being, feelings and behaviours highly successfully. n The management team carries out extremely strong induction to ensure staff are well trained and understand their responsibilities. The day runs smoothly and efficiently by staff who are competent and capable in their roles. Staff take part in regular 'mentor meetings' to help their continued professional development. n Overall, parents report very positively about the pre-school. They are extremely happy

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This provision is good

about their children's progress and the communication they have with staff. However, the self-evaluation process does not include regular feedback from parents, to enable each parent's viewpoint to be included in any future changes. n Teaching is good. However, staff lack expertise in extending the more able, confident children to help them make the best possible progress, particularly the boys. n Children are extremely happy and motivated learners. They show a very positive attitude to learning and make good or very good progress from their varied starting points.

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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 develop staff teaching practice to extend and challenge the more able, confident children, particularly the boys n strengthen self-evaluation processes to include regular feedback from parents, to help inform improvements.

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What the setting needs to do to improve further

n The inspector observed children's play and learning activities inside and outside, and talked to children. n The inspector carried out a joint observation with the manager. n The inspector held a leadership and management discussion with the provider and two of the settings managers, and looked at relevant documentation. n The inspector took account of the views of parents spoken to on the day.

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Effectiveness of leadership and management is good

The manager monitors the staff closely to ensure there are high levels of care for children and her aspirations for teaching are being followed through. For example, she observes how staff interact with children and provides them with helpful advice to support their future performance. All staff are keen to build on their skills and knowledge further. Staff use additional funding to support children's individual learning needs effectively, such as purchasing 'pegs to paper' activities to help develop children's small physical skills. Safeguarding is effective. The staff have a very good knowledge of safeguarding policies and procedures, which helps protect children's safety and welfare. They work exceptionally well with other agencies to ensure the needs of children with special educational needs and/or disabilities are met successfully.

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Quality of teaching, learning and assessment is good

Children take part in lots of fun, exciting play alongside the staff, who show good teaching skills. They are busy learners and the staff successfully plan and help children achieve their learning aims. Staff motivate and engage children through their purposeful interactions. They model vocabulary, ask open questions and encourage conversation to develop children's communication skills, such as asking them to recall how they made the play dough. Staff develop children's understanding of the world when they encourage children to observe and talk about the small, decaying plants they planted before Easter. They support children's early writing skills by encouraging them to write their names. Early mathematics is supported well by staff, who introduce mathematical concepts as children play. For example, staff set out exciting, active games of recognising numerals, counting and adding one to a given number.

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Personal development, behaviour and welfare are outstanding

Children flourish in a very carefully considered, safe environment where they learn to take managed risks. Older children play exceptionally harmoniously outdoors and relish the choices and varied play equipment, such as tyres and other recycled apparatus. Fresh air, exercise and a keen understanding of two-year-old's sleep habits contribute highly successfully to children's growth and development. Staff pay excellent attention to children's health and safety because it is central to everything they do. For example, they steam clean the setting and resources when there is an outbreak of sickness. Staff are superb role models. They are very caring and attentive towards children. A well- established key-person system and effective settling-in procedures, such as home visits, result in children developing secure bonds with the staff and their peers.

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Outcomes for children are good

Children develop good key skills to help them be successful in their future lives. They relax and enjoy looking at books in the cosy book area with staff or friends. Children have ample opportunities to be independent and creative, for example when they dance and move their bodies to music with friends. They spontaneously use their imagination outdoors as they serve pretend ice cream to their friends, with high cooperation. Children develop good speaking skills. Those below typical levels in development on entry to pre-school are beginning to catch up through targeted teaching support.

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Setting details

Unique reference number EY474475 Local authority Hampshire Inspection number 10101849 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care Age range of children 0 - 5 Total number of places 35 Number of children on roll 60 Name of registered person Little 1 Nursery Ltd

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reference number

Date of previous inspection 11 September 2014 Telephone number 01489 788 903

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reference number

Little 1 Preschool registered in 2014 and is a privately owned setting, one of three provisions registered under the same ownership. It operates from the Salvation Army Church hall in Hedge End, Southampton. The pre-school is accessed via two flights of stairs and a lift that opens directly into the main play area. It opens Monday to Friday during school term time. The sessions run from 8am until 4pm. There are eight members of staff, including the manager. Of these, six hold appropriate early years qualifications at level 3 and level 5. The pre-school receives funding for the provision of free early education to children aged two, three and four years.

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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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