Wormley Pre-school

Wormley Pre-school Wormley CE Primary, Cozens Lane East, Broxbourne, Hertfordshire EN10 6QA

p.1

Inspection date 18 June 2019 Previous inspection date 11 July 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 Staff are kind, caring and respond positively to children. They provide a welcoming and supportive environment, and children demonstrate that they are happy, confident learners. They form strong bonds with staff and settle quickly at the pre-school. n Staff place a high priority on developing children's speech and language skills. They engage children in conversation and give them time to express their thoughts and ideas. They ask questions to help children think, and encourage them to contribute to stories and songs. n Staff develop very good relationships with parents. They regularly exchange information with them and keep them fully informed about their children's care and progress. They are supported to extend children's learning at home, which contributes to the good progress children make. n Additional funding is used successfully to improve outcomes for individual children. For example, they have many opportunities to learn about the natural world. Staff help

p.1

This provision is good

them to understand about growth and change, such as planting flowers in the garden and watching them grow. n The pre-school has strong links with the host school. They share information with the teachers to promote continuity in care and learning. Children become familiar with the environment as they have the opportunity to play in the school grounds and take part in activities in the school hall. This supports them when they go to school. n The supervision of staff is not regular enough to be a fully effective aid to monitoring, supporting and improving their practice. n Staff do not have frequent opportunities to share their skills and reflect on their own and each other's practice.

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 extend the existing systems for supervision of staff to include evaluating and monitoring staff performance, in order to strengthen and build on the good practice already demonstrated n increase the opportunities available for staff to share their skills and reflect on their own and each other's practice, to help to improve the good-quality teaching further.

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 parents during the inspection and took account of their views.

p.2

Effectiveness of leadership and management is good

The manager and staff work very well together, providing a stimulating and challenging learning environment. Safeguarding is effective. Staff are aware of their roles and responsibilities in keeping children safe. They have completed relevant training and know what action to take if they have concerns about a child's welfare. Rigorous recruitment and vetting procedures ensure staff are suitable to work with children. Staff complete robust risk assessments, indoors and outdoors, to promote children's safety and ensure that children play in areas that are safe and suitable. The manager and staff monitor children's progress closely so that they can identify and address any gaps in their development. They work with other professionals to help support children's individual needs and learning. Parents speak highly of the staff team and the very good care and teaching they provide.

p.3

Quality of teaching, learning and assessment is good

Staff provide many resources, such as crayons, chalks and paint, to help develop children's mark-making skills. For example, they excitedly 'paint' the fences with water and large brushes. Children extend their creativity and imagination in the cosy role-play areas. They love to play with the real-life items available. Staff plan a wide range of activities to enhance their sensory experiences. For example, they develop their small- muscle skills as they use different tools to break ice in order to retrieve toy dinosaurs which have been frozen inside. Children who speak English as an additional language are particularly well supported. Staff use sign language and picture cards to communicate with children who require extra support.

p.3

Personal development, behaviour and welfare are good

Staff are positive role models and encourage clear rules and boundaries to help manage children's behaviour. Children are thoughtful and kind, and behave well. Staff encourage them to show concern for others, such as taking part in charity events to help children less fortunate than themselves. Children spend time outdoors each day and confidently use a variety of different resources and equipment to enhance their physical development. They learn to climb and balance safely. All children thoroughly enjoy the weekly sports sessions, which help them to learn to cooperate, understand rules and develop good coordination. Staff ensure children follow good hygiene routines and eat healthy snacks. Children are supported to manage their own self-care needs and be confident to ask for assistance if they need it.

p.3

Outcomes for children are good

Children are challenged, motivated to learn and make very good progress in their learning and development. They enjoy looking at books and pointing to familiar objects, developing their early language skills. Children are encouraged to listen, understand and become confident talkers. They use a wide range of resources to build their writing skills, indoors and outdoors. Children learn about number, shape and size through daily activities, such as puzzles and singing number rhymes. They develop good social skills as they play and interact with their friends. All children acquire useful skills for future learning, including their eventual move on to school.

p.3

Setting details

Unique reference number EY434778 Local authority Hertfordshire Inspection number 10074933 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care Age range of children 2 - 5 Total number of places 30 Number of children on roll 61 Name of registered person Wormley Pre-school Committee

p.4

reference number

Date of previous inspection 11 July 2016 Telephone number 01992 303 331

p.4

reference number

Wormley Pre-school registered in 2011. The pre-school employs seven members of childcare staff, six of whom hold appropriate early years qualifications at level 2 or above. The pre-school is open from Monday to Friday during term time only. Sessions are from 9am until midday and from midday until 3pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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