Yapton Community Pre-School

Yapton Community Pre- School Yapton C of E School, North End Road, Yapton, ARUNDEL, West Sussex BN18 0DU

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Inspection date 3 May 2019 Previous inspection date 17 March 2015

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3

Effectiveness of leadership and management Requires improvement

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3

Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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3

Outcomes for children Requires improvement

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This is a provision that requires improvement

n The manager does not carry out the required staff supervision meetings and monitor practice and the effectiveness of the environments effectively to support improvements. n Staff do not use their assessments effectively to plan for children's learning. Planning is general and does not take account effectively of children's next steps in learning and current interests to consistently offer appropriate levels of challenge and encourage further progress. n Staff do not encourage children who have English as an additional language to use and explore their home language as part of their play and daily experiences, to help their language development further.

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It has the following strengths

n Caring staff show a genuine interest in the children's lives and build trusting bonds with them. Children are happy and secure, and develop positive social skills and early friendships. They behave well and respond positively to the consistent and gentle reminders of staff. n Partnerships with parents are positive and staff involve parents effectively in their children's learning. They give helpful ideas for how parents can support learning at home. n The manager and staff monitor the development of individuals and groups of children well. They identify gaps in learning and put additional support in place where needed.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure all staff receive regular supervision, mentoring and coaching to help develop their practice further and monitor the effectiveness of the learning environments 07/06/2019

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What the setting needs to do to improve further

ensure planning takes account of all children's interests and development to provide a consistently challenging learning environment that meets their needs effectively. 07/06/2019

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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 give children who speak English as an additional language further opportunities to use and explore their home language as part of their pre-school experience.

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What the setting needs to do to improve further

n The inspector observed teaching practice and the impact this has on children's learning. n The inspector held discussions with the manager, staff, children and parents. n The inspector read some of the pre-school's documentation, including the safeguarding policy and procedures. n The inspector sampled children's development information and records. n The inspector observed staff practice with the manager and discussed children's play, learning and progress.

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Effectiveness of leadership and management requires improvement

The manager models good practice to staff and shares some advice and guidance to help develop their skills. However, she does not monitor their practice closely and does not provide staff with regular opportunities to discuss their roles, children's progress and the effectiveness of the environment. As a result, staff do not continually update and develop their skills. At the beginning of each year, the manager reflects on the pre- school with her staff and they have made some improvements. For example, they have enhanced their support for children's early language development and now speak more clearly to children, using short and simple sentences. Safeguarding is effective. Staff have a thorough, up-to-date understanding of child protection issues and know how to report any concerns about a child's welfare. The manager monitors accidents closely and the environment is safe and secure.

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Quality of teaching, learning and assessment requires improvement

Staff know children well overall and use their interactions positively to support children's play and learning. They ask good questions to encourage children's thinking and problem-solving skills. For example, as children build with big wooden blocks, staff ask what they want to make and how it could look. Children show good imagination and confidently express their ideas, saying they are building a big castle with a moat. However, although staff know children well, they do not use their assessments effectively to plan for children's learning. They do not ensure the environment challenges and interests all children and do not tailor activities to children's individual needs. Despite this, staff support children's language development successfully. They listen carefully to what children say, encourage conversation and model correct pronunciation and sentences.

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Personal development, behaviour and welfare are good

Children are very active and enjoy regular access to the stimulating outdoor area. They develop a strong understanding of the importance of healthy eating and confidently discuss the benefits of fruit as they eat their nutritious meals. Children behave well and staff support them consistently, positively reminding them of their high expectations. They are kind, respectful and social and very much enjoy playing together. For example, they happily take turns adding blocks as they build together, and praise each other's artwork as they make colourful collages.

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Outcomes for children require improvement

Not all children make good enough progress. Weaknesses in the quality of planning mean that not all children are challenged appropriately by staff to ensure they reach their full potential. Despite this, children are confident, inquisitive learners and develop skills that prepare them for school. Children have secure mathematical skills and confidently count and recognise shapes as they play. They show a keen interest in nature and enjoy searching for bugs and birds in the garden and commenting on the sheep in nearby fields. Children who speak English as an additional language are not fully supported to explore their home language in the pre-school to further help their grasp of language.

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Setting details

Unique reference number EY343682 Local authority West Sussex Inspection number 10104164 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 32 Number of children on roll 40 Name of registered person Yapton Community Pre-School

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reference number

Date of previous inspection 17 March 2015 Telephone number 07906 461624

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reference number

Yapton Community Pre-School registered in September 2003. The setting is situated within the grounds of Yapton Church of England School, in Arundel, West Sussex. It is open on Monday and Friday from 9am until 12pm and on Tuesday, Wednesday and Thursday from 9am until 3pm, during the school term. There are six members of staff who work with the children, five of whom hold a relevant childcare qualification between level 2 and level 5.

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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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