Boscastle Playschool

Boscastle Playschool Top School, Fore Street, BOSCASTLE, Cornwall PL35 0AU

p.1

Inspection date 3 June 2019 Previous inspection date 25 January 2016

p.1

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

p.1

This provision is good

n Leaders and managers have a secure understanding of children's learning and developmental needs. They regularly review the progress children make as individuals and groups. The manager uses effective analysis to help identify any emerging gaps in children's progress. She addresses these quickly to help ensure children's needs are met. n Staff provide a wide range of activities which children enjoy. Children make good progress from their starting points. Staff plan next steps which target specific areas of learning and development. Children are confident and well motivated to learn. For instance, staff use creative ways to identify children's emerging interests and capture the child's voice as part of the planning cycle. n Children with special educational needs and/or disabilities are well supported. Staff engage with a range of professionals and use effective strategies which help improve outcomes for children. For example, staff use signs supporting speech and make good

p.1

This provision is good

use of visual aids to improve communication for children with limited speech. n Staff work closely with parents to share information about their children's care and learning, to help meet children's needs effectively. Parents appreciate the outside space, including forest school and trips to other local areas, which help broaden children's experiences. n Children are happy, settled and confident. They explore indoors and outside, and are encouraged to manage risks and play safely. For example, they wear helmets as they use bicycles and ride-on toys. Staff give children plenty of praise and encouragement. This helps children to develop good levels of confidence and self-esteem. n Managers do not reflect on and evaluate training strategies as well as they could, to help develop staff's practice further. This hampers the performance management of staff, to consistently raise the quality of teaching overall.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n build on the existing performance management for staff, to precisely identify training needs and help raise the quality of teaching even further through deeper reflection and evaluation of training strategies.

p.2

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.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. Managers and staff are knowledgeable about child protection issues. They understand their duty to safeguard children's welfare and know how to report concerns as they arise. Staff risk assess the environment vigilantly. For example, they check resources thoroughly and maintain high standards of supervision and hygiene practice, to help them keep children safe. Staff work well in partnership with other providers to support children's learning. For instance, teachers visit the pre-school to lead phonics sessions, and introduce children to routines and expectations that help to prepare them for their transition to school. The manager monitors staff's ongoing suitability effectively through appraisals and routine supervision. Deployment of staff effectively ensures that children benefit from staff support during their play activities.

p.3

Quality of teaching, learning and assessment is good

Staff plan a stimulating, well-resourced environment. For example, older children build towers of bricks. They solve problems to consider how many bricks they need to match numerals, as staff assess their mathematical understanding. Children are supported as they build imaginative models from construction materials, for instance robots. Staff plan for children to celebrate diversity and explore cultures that help to expand their experience beyond what they already know. For example, children take part in 'our world week' and celebrate different cultural events throughout the year, which staff support further with books and resources. Staff understand how to extend learning opportunities for children. For example, children play with dough as they mimic actions to songs, such as pinching and rolling before passing it on to a friend. This helps children to develop social skills, small-muscle development and coordination.

p.3

Personal development, behaviour and welfare are good

Staff act as good role models for children. They are kind, nurturing and give consistent reminders to help children understand what is expected of them. Children help to manage daily routines. For instance, they delight in ringing the bell at mealtimes. Children are well mannered and their behaviour is good. They engage in pleasant conversations at snack time as they enjoy healthy, nutritious foods. Older children are developing their independence. For example, they help to clear away bottles and plates, and get themselves ready for outdoor play. Staff look after children well and manage their care needs sensitively. Younger children learn to be gentle and respect living creatures. For example, they stroke pet animals gently and wash their hands after handling them. Children enjoy looking at photographs and talking about what they have learned with their key person. All children feel valued and supported.

p.3

Outcomes for children are good

All children learn a wide range of skills. For example, children enjoy creating their own stories and dressing up as favourite characters. Younger children enjoy sensory play activities. For instance, they scoop rice into containers using tongs to challenge and develop their small-muscle skills. They use descriptive language as they move toy cars through the tray. Older children write their names and use mathematical language in their self-chosen play.

p.3

Setting details

Unique reference number EY416908 Local authority Cornwall Inspection number 10062244 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 2 - 11 Total number of places 20 Number of children on roll 30 Name of registered person Boscastle Pre School Playgroup

p.4

reference number

Date of previous inspection 25 January 2016 Telephone number 01840 250760

p.4

reference number

Boscastle Playschool established in 1969 and registered at these premises in 2010. It is run by a management committee and operates from a purpose-designed building, known locally as 'Top School', in the village of Boscastle. The pre-school is open from 8am until 5.30pm throughout the year, closing on bank holidays and for two weeks in December. The pre-school receives early education funding to provide free places for children aged two, three and four years. There are six staff employed to work with the children, five of whom hold a childcare qualification at level 3.

p.4

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.

p.4

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.

p.4

reference number

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 .

p.5

reference number

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

reference number

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

reference number

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

p.5