Meadow Farm Pre-School

Meadow Farm Pre- School The Scout and Guide Headquarters, Field Crescent, Shrewsbury SY1 4PW

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Inspection date 19 June 2019 Previous inspection date 9 January 2019

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This inspection: Good 2

Previous inspection: Inadequate 4 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 manager and staff have worked tirelessly to make changes since the last inspection. They are forward-thinking and have clear action plans for the future. They strive to ensure that they provide children with the highest levels of care and learning. The manager seeks the views of staff, parents and children. She implements their ideas and suggestions to help move the pre-school forward. n The pre-school is an integral part of the local community. Staff provide support for children and their families. They work closely with outside agencies to ensure that all children receive the best possible start in their care and learning. n Staff accurately observe and assess children's progress. The manager tracks individual and groups of children to swiftly identify where there are gaps in learning. She then implements either training, support from other professionals or additional resources to ensure that gaps rapidly close.

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This provision is good

n Children interact positively with staff. They seek them out for reassurance or to join in with their games. Children's behaviour is good. Staff act as positive role models and remind children to use good manners. Children learn to share and take turns. They are kind and respectful to others. n Staff work closely in partnership with parents. They share information with parents and provide ideas to help them to continue children's learning at home. Parents are happy with the care their children receive. They say that children enjoy coming to the pre- school and they are very happy with the progress their children make. They say that the new garden area is a huge improvement and offers lots of options for the children. n Large-group times are not always organised well enough to enable all children to fully participate. n Sometimes, the organisation of activities and general routines inhibits children's choices

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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 review the organisation of large-group times to enable all children to fully participate n provide children with more opportunities to make choices in their play.

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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 completed a joint observation with the pre-school manager responsible for implementing the learning and development requirements. n The inspector held a meeting with both of the pre-school managers and the chairperson of the committee. She looked at relevant documentation, including children's details and evidence of the suitability of staff working in the pre-school. n The inspector spoke to children and some parents during the inspection and took account of their views.

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Effectiveness of leadership and management is good

Safeguarding is effective. All staff have a good understanding of the signs and symptoms of abuse and neglect. They are aware of the procedures to follow if they have concerns about a child in their care. The premises are safe and secure, and staff closely supervise children to ensure their safety at all times. Robust recruitment and comprehensive induction procedures mean that everyone working with children is deemed suitable. Staff attend training to further develop their already good knowledge and skills. They implement what they learn to enhance the outcomes for children. Staff benefit from regular supervision meetings. The manager monitors staff and carries out observations of their practice. She uses this information to identify any additional training that staff may find beneficial.

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Quality of teaching, learning and assessment is good

Staff are qualified, experienced and know the children exceptionally well. They recognise what children learn from activities and demonstrate how they meet children's individual next steps of learning. Children enjoy taking part in activities and have fun while they learn. Children learn about shapes as they explore a light box. Staff skilfully extend the activity as they show children how to use the voice activation buttons. Children know that they press the red button to record their voice and the green button to listen to themselves. Children develop their imagination, such as when they play in the mud kitchen. They scoop mud into a bowl and staff demonstrate how they can turn a tap to access water from the container by themselves. Children pour the mud into large tins and a jug and pretend that they are making gravy, potatoes and cauliflower cheese.

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Personal development, behaviour and welfare are good

Children develop exceptional physical skills. They carefully balance on and jump off tyres and logs. They use a small climbing wall, placing their feet and hands correctly to pull themselves up and can walk sideways around the climbing frame. Children's health is promoted well. They help themselves to fruit at snack time and enjoy healthy, home- cooked meals which include a variety of fresh vegetables. They take their finished plates to trays, scrape any leftover food away and sort their plates and cups into different piles be washed. This has been implemented as it is the routine that children will follow when they go to school. Staff work closely with parents to support children who speak English as an additional language. For example, parents record words in the child's home language on sound blocks for staff to listen to and copy.

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Outcomes for children are good

Children are confident and communicate well. They make good progress from their individual starting points and acquire the skills they need to support them when they move on to school. Children develop mathematical skills as they name shapes, including 'triangle' and 'semicircle' and recognise numbers up to 20. They develop problem-solving skills as they estimate how many cotton reels they can stack before the tower falls over.

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Setting details

Unique reference number EY467074 Local authority Shropshire Inspection number 10092861 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 50 Name of registered person Meadow Farm Pre-School Committee

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reference number

Date of previous inspection 9 January 2019 Telephone number 01743 244542

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reference number

Meadow Farm Pre-School registered in 2013 and is located in Shrewsbury. The pre-school employs 10 members of childcare staff. Of these, six hold appropriate early years qualifications at level 2 or above, including one who holds level 4 and one who holds level 5. The pre-school opens from Monday to Friday during term time. Sessions are from 8.45am until 3pm. The pre-school 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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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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