Steeple Aston Pre-School

Inspection of Steeple Aston Pre- School Fir Lane, Steeple Aston, Bicester OX25 4SF

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Good Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Children are happy and enjoy their time at pre-school. They form positive relationships with their key person and seek them out to engage them in their play. Children are confident and learn to manage their behaviour. Staff sensitively encourage and support incidents that arise. They provide children with clear boundaries. This ensures that children know what is expected of them.

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The provision requires improvement

Children who speak English as an additional language are, generally, supported well. Staff use key words obtained from parents and pictures of routine times to help children to understand what will happen next.

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The provision requires improvement

Improvements to the outdoor learning environment successfully support children's love for playing in the fresh air, in all weathers. Children are able to take part in a broad range of activities based on their interests. However, the curriculum is not sufficiently ambitious or well planned to ensure children engage consistently in high-quality learning.

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The provision requires improvement

Children have a range of opportunities to develop and challenge their physical skills. For example, they explore different ways to move with confidence, they fill the wheelbarrows with leaves and tell their friends when it is safe to cross the 'pre- school road'. Children develop good hand-to-eye coordination. For instance, they engage in activities as they roll and manipulate the malleable dough, using a range of tools, such as scissors and rolling pins.

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need to do better?

n Children become increasingly independent. Staff place a strong emphasis on supporting this aspect of children's development. They successfully teach children how to put on their shoes and coats and manage their own toileting. n Staff promote children's good health and encourage them to be physically active. They enjoy lots of outdoor play in the fresh air. Children follow sensible hygiene routines and understand the importance of washing their hands before eating. n The manager has identified and made some improvements to the quality of the provision. Staff have completed some training to help update their knowledge and skills. However, the manager has not clearly identified the weaknesses in the quality of the curriculum and teaching. She recognises it would be beneficial to observe staff practice more closely. Although staff have regular opportunities to discuss their practice, they do not receive enough clear guidance to help them

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need to do better?

develop their teaching skills further. n Staff do not plan a curriculum that focuses precisely enough on helping children work towards their next steps in learning. Additionally, staff do not always present information clearly in a sequence that helps children make links with

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need to do better?

22 November 2021 what they already know, so that children can build on their prior learning. Although staff use children's interests as a basis for the activities they provide, at times, activities lack a clear intention. For example, staff capture children's love for a popular story and the characters. However, despite staff's good intentions, the aim of the activity is not well thought out or resourced effectively by staff. n There are times when groups of children can come together to sing, talk, count and recite letters. However, at these times, not all children engage well. Sometimes, younger children become distracted during group activities, when the learning is not fully tailored to their needs. For example, when older, most- able children are asked questions or are asked to recite numbers or recognise familiar letters. n Staff use additional funding well to address gaps in children's learning. Such as,

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need to do better?

by providing one-to-one support for children, tailoring staff training and purchasing further resources. n Parents speak very highly of the setting and the staff. They especially comment on the support given to them by the pre-school staff during the COVID-19 pandemic. Parents access information about their child's day through an online application and comment positively on the good exchange of information. The setting works well in partnership with the local school and external agencies to seek advice and access further training, as necessary. n Staff enjoy working at the pre-school. They say they have opportunities to discuss their well-being and workload, and find the manager approachable. The manager feels valued and appreciated by the committee.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff understand their responsibilities to keep children safe. They undertake regular training as do members of the committee. The manager discusses safeguarding with staff regularly and keeps them updated about wider safeguarding issues. Staff have an accurate understanding of the signs that a child may be at risk of harm or neglect. They know how to share these concerns and understand the importance of doing so promptly. The manager and the committee follow thorough recruitment and vetting procedures to ensure those employed to work with children are suitable to do so. Staff deploy themselves effectively to ensure that children are supervised appropriately.

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Due date

22 November 2021 monitor staff practice more closely so that support and guidance for staff can focus more precisely on raising the quality of the curriculum and teaching 25/01/2022

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Due date

plan and deliver an ambitious curriculum that clearly identifies what children need to learn next, building on their existing skills and knowledge, to broaden and deepen what children know and can do. 25/01/2022

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should:

n consider more fully the needs of the youngest children when planning activities and resources.

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Setting details

Unique reference number EY555200 Local authority Oxfordshire Inspection number 10194102 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 25 Number of children on roll 39 Name of registered person Steeple Aston Pre-School CIO

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reference number

Telephone number 01869 340863 Date of previous inspection Not applicable

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Information about this early years setting

Steeple Aston Pre-School re-registered in 2018, as a Charitable Incorporated Organisation. The pre-school operates from a former Victorian school building in the village of Steeple Aston, in Oxfordshire. It is open on weekdays from 8.50am until 2.50pm during school term times. It offers morning and afternoon sessions and a lunch club. Sessions for children moving up to school are available on Monday and Wednesday afternoons. The pre-school receives funding for the provision of free early education for children aged two-, three- and four-years-old, and is in receipt of early years pupil premium funding. The pre-school employs seven staff who work directly with children, of whom six hold relevant qualifications at level 3 or above.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in her evaluation of the provider. n The inspector had a learning walk with the manager through all areas of the premises used by the children. n Parents shared their views through written and verbal feedback. The inspector took these views into account. n The inspector spoke with the manager and the chair of the committee, about the leadership of the setting. n The inspector looked at a sample of the documentation. This included evidence about suitability and training records.

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Inspection activities

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

22 November 2021 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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