Sticky Fingers Pre-School

Sticky Fingers Pre- School c/o Redbridge Primary School, Studland Road, Millbrook, Southampton SO16 9BB

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Inspection date 7 June 2019 Previous inspection date 18 November 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 manager is ambitious and has high expectations for her staff and the children in their care. Staff actively engage with a range of continuous improvement activity, which helps to contribute to the progress children make. n Children across the setting make good progress in both their learning and development. Staff support children's progress through a strong emphasis on care and support. Teaching is rooted in staff's secure knowledge which allows them to apply techniques and resources that meet children's specific needs. n Staff understand the importance of supporting children's emotional well-being and work hard to help children understand how they are feeling. n Staff are positive role models for children. They provide a consistent approach to giving instructions that help children understand expectations. Staff gently remind children about these when necessary. Staff provide praise to children throughout the day, which

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This provision is good

helps children to have high levels of self-esteem. n Children demonstrate that they feel secure and safe in the setting. This is shown through their good behaviour and the respect they show each other and the staff. n Staff build good links with other professionals to fully support children's care and all- round development. For example, they have developed resources to target children's emerging communication skills with speech and language therapy colleagues. n Staff do not always extend on opportunities for children to see and explore written words, to further develop their interest in literacy.

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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 increase opportunities for children to see and use a variety of languages, to help support their awareness of the wider world.

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What the setting needs to do to improve further

n The inspector observed a range of activities across the setting, indoors and outdoors. n The inspector carried and out a joint observation with the manager. n The inspector met with the manager and discussed the impact of teaching on children's learning. n The inspector spoke with parents and reviewed children's development records. n The inspector reviewed a range of children's records and planning documents, policies and procedures, evidence of staff suitability and other relevant documentation.

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Effectiveness of leadership and management is good

The manager reviews the quality of her practice. She has successfully engaged with a number of activities to improve children's learning. For example, the outside area has been reorganised to increase opportunities for physical play. Staff speak highly of the managers and the commitment they have to training and development. An example this is the positive impact of recent training on supporting children's writing skills. Staff have access to robust supervision that supports their development as practitioners. For instance, next steps for staff are closely linked with the setting's continuous improvement activities. Safeguarding is effective. Staff have a good understanding of their role in protecting children's welfare. The management team promotes a culture of openness that helps to ensure staff are confident in raising any concerns they may have.

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Quality of teaching, learning and assessment is good

Staff know how children learn and use this knowledge effectively. Staff accurately assess and plan for children's needs. This leads to next steps for children that are specific, measurable and achievable. Teaching is good across the setting. For example, children have been growing fruit and vegetables in the garden. They show excitement in their achievements and are able to discuss the process of planting, growing and picking ripe fruit with each other. The manager has a sharp focus on the acquisition of language and communication skills. For example, the 'Blast' activity is delivered effectively to a small, targeted group of children. This helps children to develop their understanding of taking turns and to improve their listening and attention skills. Staff use play plans effectively to help children with special educational needs and/or disabilities make progress appropriate to their abilities.

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Personal development, behaviour and welfare are good

Children are at the centre of the setting's plans for continuous improvement. Staff work very well with parents to help them tailor support and ensure that children gain the most out of their time at the setting. Staff collect information from parents when a child starts and work hard to continue this engagement. The sharing of home learning activities helps the setting to extend children's progress. Staff help children to form strong emotional attachments with them. This allows children to confidently engage in activities and take risks to learn new things. Children demonstrate curiosity and a keenness to learn. For example, children are curious about the texture of play dough and the way in which objects such as shells and rosemary make imprints and patterns. Care practices are successful in helping to promote children's good health and well-being. Children are emotionally prepared for their next steps in learning and development.

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Outcomes for children are good

All children make good progress across the setting. They have high levels of confidence and are well prepared for the next stage of their learning and for school. For example, children develop good conversation skills as they talk to each other and visitors about what they have done in previous sessions. Older children concentrate on the activities that interest them and demonstrate attentive listening. For example, they are skilled at planning how to approach an activity and celebrate when they reach their goal.

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Setting details

Unique reference number EY427440 Local authority Southampton Inspection number 10065878 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 40

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Name of registered person

Green Lane Playgroup (Southampton) Committee

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reference number

Date of previous inspection 18 November 2015 Telephone number 02380 764717

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reference number

Sticky Fingers Pre-School registered in 2011. It is a registered charity and operates from a purpose-built building within Redbridge Primary School in Southampton, Hampshire. The pre-school employs 13 members of staff. Of these, one holds an early years teacher qualification and 11 staff have qualifications at level 2 or above. The pre-school receives funding for the provision of free early years education for children aged two, three and four years. It opens five days a week during school term times. Sessions are from 8.55am to 11.55am and from 12.10pm to 3.10pm.

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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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