Parkside Pre-school in Association with YMCA Reading

Inspection of Parkside Pre-school in Association with YMCA Reading Reading YMCA, 34 Parkside Road, READING, Berkshire RG30 2DD

p.1

Overall effectiveness Good

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

p.1

The provision is good

Children settle easily on arrival. They are welcomed warmly by the caring and kind staff, who form positive relationships with them. This helps children to feel safe and secure. Staff support new children sensitively, which enables them to quickly understand the expectations and routines. Children gain good independence and self-help skills. They know how to care for their belongings, such as putting their water bottles away. Children learn to take off and put on their shoes, boots and coats by themselves.

p.2

The provision is good

Children confidently move between the two playrooms and make their own choices of activities. They engage with enthusiasm in their learning, such as using magnifying glasses to find and identify insects outside. Children develop their concentration skills effectively. For example, they focus well when singing action songs. They receive very effective support for their language development, including their listening skills. Children follow instructions and recall familiar songs and stories very well, such as 'Jack and the Beanstalk'.

p.2

The provision is good

Staff have high expectations of all children. They have an in-depth knowledge of each individual child's needs and how to support them. Children, overall, benefit from effective learning experiences and interactions. These positively promote their readiness for the next stage of learning. In particular, children with special educational needs and/or disabilities (SEND) and children who speak English as an additional language make rapid progress from their starting points.

p.2

need to do better?

n Staff monitor children's progress closely and quickly identify and address any gaps. They implement individual support plans and use effective strategies to successfully promote children's progress. For example, staff provide 'bucket time' activities to target children's progress. Staff use visual prompts to communicate and support children's understanding of routines and expectations. This also supports children who speak English as an additional language effectively. Additional funding is thoughtfully used to promote children's specific development needs. Staff form strong partnerships with other professionals and follow their advice to support children's needs. n Children develop very good social skills. They make friends and demonstrate that they really enjoy their time at the pre-school. Children behave well and understand the expectations for their behaviour. Staff provide very positive role

p.2

need to do better?

models to children in how they behave. For instance, staff consistently behave in a calm way and use polite manners when interacting with children. This is then reflected in how children behave, such as saying 'please' and 'thank you' at snack time without being prompted.

p.2

need to do better?

26 April 2023 n The well-designed curriculum is based on staff's secure knowledge of the children's needs and their backgrounds. This supports children's learning effectively over time. Staff successfully implement the main learning intentions. n Staff engage with children with interest and become involved in their play and activities. However, not all staff consider ways to challenge children's thinking and problem-solving skills. For instance, at times, staff step in too quickly to offer solutions. In addition, sometimes, not enough consideration is given to promoting children's own ideas and creativity, such as during art activities. n Staff form very strong partnerships with parents. They work closely with all parents, offering additional support to families when needed. Staff provide ongoing information to parents to help them continue children's learning at home. Parents' feedback is highly complimentary about the support they and

p.2

need to do better?

their children receive. They highlight the effective progress their children have made since attending, including in their speech and language, confidence and social skills. Staff make good links with schools to help children transition successfully. n Children learn about their own and other people's backgrounds through different activities and resources. For example, children celebrate different cultural and religious festivals, such as learning traditional dances. Staff provide resources that value children's uniqueness, including books in the languages children hear and speak at home. n Staff enjoy their work and work harmoniously as a team. They feel well supported, both professionally and in their well-being. Staff have regular individual and staff meetings to discuss and monitor their work. They benefit from ongoing professional development opportunities to help build on their skills and practice. Staff use their new knowledge to enhance children's learning

p.3

need to do better?

experiences. For example, they teach children new vocabulary to widen their understanding and use of descriptive words.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The designated safeguarding lead and other staff understand their roles and responsibilities to protect children's welfare securely. They know how to recognise and manage any concerns that may arise about children or other staff. Staff recruitment processes are robust and there are regular reviews of staff's ongoing suitability to work with children. Risk assessments are implemented consistently. Some of these were recently reviewed and updated, following an incident, to ensure that they were robust. Staff supervise children closely and are vigilant in promoting their safety. For example, they check the garden before children use it and keep the gate locked.

p.3

should:

26 April 2023 n build on staff's knowledge and skills to help them challenge children's learning more, in particular to promote their problem-solving skills, to extend their progress even further n provide more opportunities for children to use their own ideas and create their own designs, such as during artwork activities.

p.3

Setting details

Unique reference number EY490519 Local authority Reading Inspection number 10284027 Type of provision Childcare on non-domestic premises

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

p.5

inspection

Total number of places 36 Number of children on roll 21 Name of registered person Reading YMCA

p.5

reference number

Telephone number 0118 9519973 Date of previous inspection 17 April 2018

p.5

Information about this early years setting

Parkside Pre-school in association with YMCA Reading registered in 2016. The pre- school is located at the YMCA building in Reading, Berkshire. It is open term time only, Monday to Friday, offering sessions from 8.45am to 11.45am and from 1pm to 3.30pm. There are four members of staff employed to work with the children. Of these, one staff member has qualified teacher status and three have relevant early years qualifications at level 3. There is also a level 3 qualified bank staff member who regularly works in the pre-school when needed. The provider receives funding to provide free early years education to children aged two, three and four.

p.5

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 their evaluation of the pre-school. n The manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector viewed the provision and discussed the safety and suitability of the premises. n Discussions and meetings were held with the manager and staff at appropriate times during the inspection. n Children chatted and engaged with the inspector and talked about the activities

p.6

Inspection activities

they enjoy. n The inspector spoke to several parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability of staff.

p.6

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.

p.6

Inspection activities

26 April 2023 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7