Little Fishes Pre-School

Little Fishes Pre-School Brackley Baptist Church, Waynflete Close, BRACKLEY, Northamptonshire NN13 6AE

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Inspection date 15 July 2019 Previous inspection date 11 March 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 committee has made positive changes to ensure that Ofsted has accurate information about all committee members to complete the required suitability checks. n The well-qualified manager and staff team work very well together. They are reflective of their activity with children. They adapt their practice to meet children's needs and continuously make improvements. n Teaching is good. All staff show interest in what children are doing and provide positive interaction. For example, they show children how to use scissors to cut out shapes for a craft activity. n Children's communication and language skills are developing well. Staff use lots of descriptive language during activities that widens children's vocabulary. For example, children find bugs on a tree and listen to a member of staff as she explains about the larvae of a ladybird. n Children show confidence and resilience in the pre-school. They are eager to speak to

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This provision is good

staff and each other during detailed conversations. Staff encourage children to think about how they can extend their own play and solve problems they encounter. n Staff help children to learn about a healthy lifestyle. They talk about the different foods at snack time. Children recall previous activities that involve physical exercise and they learn to manage their own self-care routines, such as using the toilet independently. n Parents provide information when their children start attending. However, there are fewer details gathered about children's interests and learning at home. n Occasionally, staff do not make the most of opportunities that arise during activities to extend children's awareness of quantity and comparisons of size.

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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 build on the information gathered from parents when children start attending about their interests and development at home n focus more precisely on extending children's awareness of mathematics, particularly in relation to quantity and comparison.

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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. n The inspector held meetings with the pre-school manager, the secretary of the committee and with one member of staff. She reviewed relevant documentation. She checked evidence of the suitability of staff working in the pre-school and members of the committee. n The inspector spoke with staff and children during the inspection. n The inspector spoke to a number of parents during the inspection and took account of their views.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The committee shares relevant information with their new members about required suitability checks and their roles and responsibilities. This contributes towards keeping children safe. Staff have a suitable understanding of how to keep children safe and protect their welfare. They complete regular training to ensure their knowledge is up to date. Risk assessments are effective. Staff are vigilant in keeping the door locked between the pre-school room and the main church building. The manager supports staff with their professional development. She observes practice and provides feedback, helping them to reflect on their own training needs. Staff can see the benefits of completing training courses. They recognise how this deepens their understanding and knowledge of how children learn.

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Quality of teaching, learning and assessment is good

Staff demonstrate effective teaching. They use observation and assessment well to identify children's stages of learning and to plan activities. These activities build on what children already know and follow their interests. Staff talk to children about their play and they enable all children to access the activities. For example, they support less confident children to try new experiences. Children thoroughly enjoy group activities. For example, they listen to the different sounds of musical instruments before trying to identify them. Children play independently. They enthusiastically scoop water into containers and dig for a variety of items in the sand. Children are busy and motivated to take part and join in.

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Personal development, behaviour and welfare are good

Children clearly show their sense of well-being and belonging in the pre-school. They settle quickly when they arrive. Parents speak highly about the support that staff provide for them and about the progress their children make. Children behave very well. They understand the rules of the pre-school and show interest in all the activities. Staff manage a good balance of allowing children to take risks in their play and close supervision. This promotes children to challenge their physical skills. For example, children move logs around, lifting them carefully, and use a rocking toy to balance on one leg.

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Outcomes for children are good

All children, including those who receive funded early education, make typical progress from their individual starting points, and some make better than expected progress. Children learn skills that help prepare them for starting school when the time comes. They are independent as they choose toys from the shelves and help tidy away when they have finished. Children work very well together. They help their friends and show respect and care for one another. Children's literacy skills are developing well. They handle books carefully and retell their favourite stories. Children use a variety of materials to make marks, such as paintbrushes in water and pencils.

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Setting details

Unique reference number 219979 Local authority Northamptonshire Inspection number 10101388 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 Sessional day care Age range of children 2 - 4 Total number of places 30 Number of children on roll 35 Name of registered person Little Fishes Pre-School (Brackley) Committee

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reference number

Date of previous inspection 11 March 2019 Telephone number 01280 705295

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reference number

Little Fishes Pre-School registered in 1992 and is managed by a committee. The pre- school employs seven members of childcare staff, all of whom hold early years qualifications between level 2 and 6, including two with qualified teacher status. The pre- school opens from Monday to Friday during term time. Sessions are from 9am until midday. A lunch club operates from midday until 1pm on Monday, Tuesday and Wednesday. 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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