Ford Pre-School

Inspection of Ford Pre-School Hugh Joicey Church of England First School, Ford, Berwick-upon-Tweed, Northumberland TD15 2QA

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Overall effectiveness Requires improvement

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Overall effectiveness at previous inspection Outstanding

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The provision requires improvement

Children are enthusiastic and motivated to learn in this well-equipped and welcoming pre-school. They use a wide range of resources and confidently make their own choices about what they want to play with. This supports their growing independence skills and helps to ensure they are keen to learn and explore. Children form strong relationships with staff and engage in play with their friends. Staff get to know children well. They encourage them to lead their own learning and follow their interests. However, on occasions, they do not set clear enough boundaries to support children to manage their own feelings and behaviour.

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The provision requires improvement

Children have a good sense of belonging and positive levels of well-being and self- esteem. They show pride in their achievements and are confident to share their ideas as they play. For instance, a group of children become engrossed in making a bug house after they find a large beetle in the outdoor area. Staff support them well to consider what they will need to include in their bug house and why. Children are interested to find out more about different insects as they read non- fiction books with staff. Staff enable them to work collaboratively to solve problems and to consider one another's ideas. Leaders' expectations for all aspects of staff's work, particularly in relation to wider safeguarding legislation, are not consistently high enough.

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need to do better?

n Children have a wide range of opportunities for outdoor learning. They learn about nature and the wider world around them. They take part in regular visits to the on-site forest area. They grow and harvest vegetables, take part in pond dipping and learn about how to keep themselves safe during campfire sessions. n Children develop the skills that will help them learn to read and write. They use a variety of mark-making materials, encouraging their small movements and control. Staff consistently encourage children to try to write their names. They successfully promote a love of books and reading. Children listen attentively to stories and look at books independently. Older children confidently read familiar words, such as other children's names. They select from a wide range of books to take home to share with parents. n Very effective partnerships are in place with teachers at the host school. Staff

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need to do better?

meet with new teachers to promote continuity in approach. Staff support children fully as they prepare for the next stage in their learning when they move into the Reception class. n Staff have forged strong links with the local community. Children are frequently taken out to places of interest, such as the local castle, to enhance their learning experiences. They gain a good awareness of the surrounding area. n The manager supports staff effectively to develop their teaching skills. She

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need to do better?

13 December 2019 observes staff's interactions with children and provides feedback on how they could improve further. Staff benefit from regular supervisions and staff meetings where they reflect on the setting and how they can improve. They feel very well supported in their roles. They are motivated and happy to work at the pre- school. n The manager and staff establish effective partnerships with parents. They value parents highly and involve them in their children's learning. Staff use various strategies to keep parents informed about their child's progress and share ideas about extending their learning at home. For example, children regularly borrow a telescope from pre-school to take part in stargazing with their family at home. n Staff provide effective support for those children who need additional help. They work closely with parents and external specialists to ensure a shared approach to help children meet their individual targets. They work with children with

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need to do better?

speech and language delay in small groups to ensure they get high levels of targeted support. n Overall, children behave well and follow the daily routines. For example, they help to tidy up and sit well at snack time. However, on occasions, staff do not set highly consistent boundaries in order to help children to manage their behaviour as they move between different activities and spaces in the setting. n Overall, staff understand how to protect children from harm. However, leaders do not ensure they have a robust knowledge of wider safeguarding issues, such as children being vulnerable to extreme views and behaviours.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Overall, staff recognise the signs and symptoms that indicate a child may be at risk of harm. A safeguarding policy is in place and staff know the procedures to follow if they have concerns about a child. They have completed training and are aware of some aspects of current safeguarding legislation. However, some staff do not know how to identify or report wider concerns in relation to protecting children from extreme ideas and practices. Staff deploy themselves well and supervise children closely at all times. They carry out risk assessments and ensure that the pre-school is safe and secure.

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Due date

13 December 2019 ensure that all staff have a secure knowledge of wider aspects of safeguarding to protect children who may be at risk of being exposed to extreme views or behaviours. 06/01/2020

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should:

n ensure that staff give children clear and consistent messages about behaviour and support them to manage their own behaviour.

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Setting details

Unique reference number EY269577 Local authority Northumberland Inspection number 10117722 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care Age range of children 2 to 4 Total number of places 24 Number of children on roll 27 Name of registered person Ford Pre-School & Ford Toddlers Committee

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reference number

Telephone number 07899320510 Date of previous inspection 23 June 2015

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Information about this early years setting

Ford Pre-School registered in 2004. The pre-school employs six members of childcare staff. All staff hold appropriate early years qualifications ranging from level 2 to level 6. The pre-school opens Monday to Friday during term time and three days a week for five weeks of the school holidays. 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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Inspection activities

n The inspector looked at relevant documentation, including evidence of the suitability of staff and committee members. n The inspector observed staff's interactions with the children indoors and outside, and assessed the impact this has on children's learning. n A joint observation was conducted with the inspector and the manager. n Parents' views were taken into account through verbal and written feedback provided. n Discussions were held with staff and the children at appropriate times during the inspection.

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Inspection activities

13 December 2019 We carried out this inspection 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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Inspection activities

13 December 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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