learning environments based on children's interests and their different levels of
development. Children make good progress and develop the skills they need for future
They build good relationships with staff and other children. Key persons know their
children well and are proud of their achievements.
assessments of children's progress. Parents are effectively supported to extend their
children's ongoing learning and development at home.
The provider and manager both demonstrate a strong commitment to bringing about
change and driving improvement forward. They take into account the views of staff,
parents and children. Parents speak highly of the support they and their children
receive from the dedicated staff team.
are effectively deployed to make sure children are closely supervised.
years settings that children attend to promote consistency in learning.
maintaining children's interest.
promote greater continuity in children's learning and development between settings
in their learning at these times and develop their listening and concentration skills even
and assessed the impact this has on children's learning.
online responses to surveys organised by the pre-school.
followed by staff who ensure that children are safe at all times. All required documents are
well maintained. Thorough recruitment procedures are followed for new staff. The
provider supports staff through continued professional development, supervision and staff
meetings, and regularly observes practice within the pre-school. Staff have opportunities
to extend their qualifications. They regularly complete online training or attend workshops
to enhance their personal effectiveness. Overall, partnerships with other professionals are
good. Staff are receptive to suggestions from the local authority advisers. They
successfully link with health and education specialists to support disabled children and
those with special educational needs.
tracking children's progress. Staff are fully aware of what they need to do to move
individual children on in their learning. The manager also effectively analyses the
development of groups of children. This helps to make sure that there are no gaps in
learning and no child gets left behind. All children, including those who speak English as
an additional language, confidently develop their communication and language skills. Staff
encourage children to work things out for themselves and highly value what children have
to say. Children are given good opportunities to develop their early literacy skills. They
listen to stories and enthusiastically join in with activities planned to support early writing.
Staff use every opportunity to help children become familiar with mathematical language
during daily activities. Children relish opportunities to use their imagination and develop
children's confidence and sense of security. Staff gather plenty of information about
children right from the start. They work very closely with parents to tailor settling-in
arrangements that are specific to children's needs. Staff effectively support children's
growing understanding of how to keep themselves safe and healthy. Children eat healthy
snacks and learn to manage their lunchboxes independently. They take responsibility for
washing their own hands before eating and tidying the table after snack time. Staff are
good role models and have an efficient approach to behaviour management. They
encourage politeness and successfully help children to understand how their actions affect
those around them. Children demonstrate a real understanding of how to play
harmoniously by sharing and taking turns. They develop a strong sense of responsibility
and are caring towards each other.
to communicate well, move confidently and develop the personal, social and emotional
skills needed for starting school.
school employs seven members of childcare staff. Of these, one member of staff holds an
early years qualification at level 4, five staff hold a qualification at level 3 and one member
of staff holds a qualification at level 2. The pre-school opens from Tuesday to Friday
during school term times. Sessions are from 9am until 12 noon. A lunch club operates
between 12 noon and 2pm on Tuesday and from 12 noon to 1pm on Thursday. The pre-
school provides funded early education for two-, three- and four-year-old children. It
supports children who speak English as an additional language, disabled children and
those with special educational needs.
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.
procedures set out in the guidance ‘Complaints procedure: raising concerns and making
complaints about Ofsted’, which is available from Ofsted’s website:
www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a
copy of the guidance, please telephone 0300 123 4234, or email firstname.lastname@example.org.