Linx Preschool

Linx Preschool Lilly Hall Road, Maltby, ROTHERHAM, South Yorkshire S66 8BE

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Inspection date 23 May 2019 Previous inspection date 17 December 2015

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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 well-qualified and focused manager provides clear and effective leadership to her experienced staff team. She evaluates all aspects of the teaching and overall provision to ensure children make increasingly strong progress. The leadership and staff make good use of research and training to support effective improvements. n Staff create a warm, welcoming and secure environment to help children settle quickly into their early learning experiences. Children grow in confidence and self-awareness. Parents typically comment that the pre-school feels right from their first visit and staff are friendly and supportive. n Staff are very positive role models. Children learn to behave well and to be tolerant and considerate towards others. They successfully learn to take their turn and pay attention. Staff are very caring and vigilant. They ensure children are safe, secure and happy as they take part in the wide range of activities that are available.

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This provision is good

n Staff provide imaginative and interesting resources to support activities which motivate and engage children's interests. For example, children thoroughly enjoy searching for spiders and other insects among the trees, sand play and climbing equipment in the outdoor play area. n Children make good progress from their individual starting points. Staff work very well with other professionals, such as speech therapists and medical staff, to identify and address any gaps in the children's learning. n Relationships with parents are very good. Staff keep them well informed about children's progress and daily experiences. They work closely with parents to provide strong guidance and support for their children's learning at home. n Staff do not consistently challenge children, particularly the older and more able children, to further deepen and enrich their knowledge and understanding.

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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 staff's teaching strategies to challenge children more consistently, particularly the older and more able children, to help them deepen and enrich their knowledge and understanding.

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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. He looked at relevant documentation and evidence of the suitability of staff working in the pre-school. n The inspector spoke to parents during the inspection and took account of their views.

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Effectiveness of leadership and management is good

The manager has high expectations for everyone involved in the pre-school to perform well. There are strong systems to gather the views of parents and involve them in supporting and improving provision. Procedures to involve children in decision-making have improved well. The manager makes good use of well-considered evaluations of staff's performance and the impact on children's achievement to target developments of provision. There has been a positive impact of staff training on planning and assessment, for example. Safeguarding is effective. Staff have a good knowledge and understanding of how to keep children safe and secure. They take advantage of training opportunities to deepen and develop their understanding of child protection procedures. There are robust procedures to ensure that children play in bright, clean and risk-free areas indoors and out.

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Quality of teaching, learning and assessment is good

Staff make good use of rigorous assessments of children's progress to plan activities to help them achieve the next steps in their learning. They make good use of detailed information from parents through the sensitive induction process to identify children's starting points and provide ongoing support. Activities are planned with precise objectives for all groups of children to achieve. Tasks are carefully matched to children's developing needs and interests. For example, they often receive pictures and stories from home to build ideas on. Children learn to sequence a story and understand the different characters in a story through well-told traditional tales and fairy stories. They enjoy many opportunities for mark making and early writing skills development indoors and out.

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Personal development, behaviour and welfare are good

The procedures to help children settle into pre-school are very good and ensure they rapidly develop in independence and confidence. The staff are skilled at nurturing children who find it difficult to build relationships with others. For example, they give them plenty of opportunity to play alongside others and gradually integrate them into small-group activities. Children are encouraged to be gentle and thoughtful to each other. They follow instructions well and learn to stay safe in different situations. Children make a good contribution to keeping play areas organised and tidy. Children develop an appreciation of healthy eating and good hygiene. Staff make good use of snack times and mealtimes, for example, both to promote healthy lifestyles and to help develop children's social skills.

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Outcomes for children are good

Children make good progress from their individual starting points. Children, including those with special educational needs and/or disabilities, develop their ability to pay attention well and to express their views. They make good progress in developing their physical skills. For example, they mix and stir different natural objects in their muddy kitchen role play. Children ride wheeled vehicles with increasing awareness of others.

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Setting details

Unique reference number 303246 Local authority Rotherham Inspection number 10071856 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care Age range of children 2 - 4 Total number of places 18 Number of children on roll 42 Name of registered person Linx Pre School

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reference number

Date of previous inspection 17 December 2015 Telephone number 01709 816401

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reference number

Linx Preschool registered in 1982. The pre-school employs six members of childcare staff. Of these, one holds an appropriate early years qualification at level 2, two hold qualifications at level 3, one is qualified at level 4, one at level 5 and one at level 6. The pre-school opens Monday to Friday from 8.30am until 11.30am and from midday until 3pm, term time only. It provides funded early 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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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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