Dedworth Middle School

Colden Common Pre- School Playgroup Colden Common Community Centre, St. Vigor Way, Colden Common, WINCHESTER, Hampshire SO21 1UU

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Inspection date 7 May 2019 Previous inspection date 27 November 2018

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This inspection: Good 2

Previous inspection: Requires improvement 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 Significant improvements in the quality of leadership and practice have been made in the last 12 months. The pre-school manager, staff and members of the management committee have worked together very professionally to implement and evaluate many positive changes. n Highly qualified and experienced staff have embraced opportunities to develop their professional knowledge and skills even further. They willingly reflect on their practice and identify ways to capture children's curiosity and spark their imaginations. This is evident in the exciting play areas they create for children indoors, outdoors and at the allotment. n The manager evaluates how effective staff are in their teaching and identifies where staff can help children further. She ensures staff follow through guidance from other professionals who work with the children, such as speech and language therapists. Parents and therapists say they can see the benefits of this shared approach in

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This provision is good

children's progress and increasing levels of self-confidence. n Staff provide a wealth of interesting and creative activities which encourage children to experiment with tools for early writing. However, they do not routinely use these opportunities to excite or sustain children's interest in writing for a purpose. n Staff prepare children well socially, emotionally and academically for school. However, they do not consistently maintain their sharp focus on challenging the thinking of higher achieving children. n Parents and carers are delighted with the pre-school. They praise staff for the quality of their care and the wide range of activities their children look forward to each day.

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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 inspire and challenge children to think more about what they are doing, to help them to find answers to questions and to extend their learning to even higher levels n provide children, particularly the older boys, with even more opportunities to discover how much fun it can be to try and write for a purpose.

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What the setting needs to do to improve further

n The inspector talked to parents and carers at the beginning of the session to gather their views on the pre-school and their children's progress. n The inspector observed the quality of teaching and the impact this has on children's learning and development, both inside and outside. n The inspector listened to and talked with children as they played and reviewed how well staff monitor and extend children's achievements. n The inspector sampled policies and spoke to staff to gauge their understanding of safeguarding arrangements and how they promote children's welfare. n The inspector undertook a joint observation with the manager and asked how staff training improved outcomes for children. n The inspector looked at a range of documentation, including information on staff recruitment, suitability checks and training, and discussed plans for further improvement with the leadership team.

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Effectiveness of leadership and management is good

The parent committee is taking an active role in understanding and supporting the development of the pre-school. Committee members know how to check, nurture and celebrate higher levels of practice across the pre-school. The manager's high level qualifications and extensive experience are evident in the very thorough and successful way she addresses new guidance. For example, she monitors children's progress precisely and clearly shows how quickly they are developing in all areas of their learning. Further improvements include additional responsibilities for members of staff and the committee in the crucial areas of safeguarding and child protection. Staff are alert to a broad range of potential concerns and have a very clear understanding of how to act promptly. Safeguarding is effective. All concerned receive training in the use of clear policies and procedures for adding photographs to social media and circulating emails.

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Quality of teaching, learning and assessment is good

Staff make good use of their links with local schools, clubs and other early years settings to provide continuity in children's care and learning. They also use these professional networks to share new ideas for teaching and learning. Children freely choose resources that interest them and show good levels of concentration as they investigate and try new experiences. For example, they weigh, mix and pretend to bake with dried pasta and pulses in the role-play area. Staff skilfully nurture children's listening, memory and confidence in expressing themselves through activities, such as storytelling. Children remember lines and rhymes, and successfully use puppets and props to help them accurately sequence events in favourite stories.

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Personal development, behaviour and welfare are good

Staff are highly qualified, highly experienced or both. This is evident in the speed that children and parents build positive and trusting relationships with them. However, the manager does not hesitate to link children up with different key persons where their expertise suits children or their parents better. Staff know children well and use their good partnerships with parents to inform their planning around the children's individual interests. For instance, staff observe children's confidence develop as they share their favourite toys and stories with friends. They encourage new children to bring in items from home to open up further opportunities for them to talk to a wider group of new friends. Staff are quick to distract children and model positive behaviour when they see children becoming over-excited. Children develop a good level of understanding of what is right and wrong. They become increasingly responsible for moderating and adapting

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Personal development, behaviour and welfare are good

their behaviour to different situations.

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Outcomes for children are good

Children make good rates of progress in their learning. New children settle in quickly. Where they have attended previous settings, staff use and check what is already known about their interests and achievements. No time is wasted in helping children to achieve good outcomes. Additional individual and small-group teaching helps children with delayed speech or social skills to be ready for the next stage in their learning. Older children are active in their local community and well prepared for school.

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Setting details

Unique reference number 110072 Local authority Hampshire Inspection number 10086949 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 2 - 4 Total number of places 30 Number of children on roll 41

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Name of registered person

Colden Common Pre-School Playgroup Committee

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reference number

Date of previous inspection 27 November 2018 Telephone number 01962 715 401

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Colden Common Pre-School Playgroup has been operating since 1974 and re-registered in 1992. It is open each weekday, from 8.30am to 3pm, during term time only. The pre- school employs 10 members of staff who work directly with the children, nine of whom hold relevant early years qualifications at level 3 and above. Three staff hold foundation degrees in education, including one who also holds qualified teacher status. The pre- school receives funding to provide free early years education for two-, three- and four- year-old children.

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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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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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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 .

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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