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Teagues Bridge Pre-School

Inspection date

                          9 February 2017

c/o Teagues Bridge School, Teagues Crescent, Trench, Telford, Shropshire, TF2 6RE

 

The quality and standards of the early years provision

This inspection:

Good

2

Previous inspection:

Inadequate

4

Effectiveness of the 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

 

Summary of key findings for parents

This provision is good

 

Staff and committee members have made significant improvements to meet the requirements of the early years foundation stage following the last inspection. They have worked together to reflect on their practice and make the necessary changes to improve the service they provide. This has had a significant impact on the progress children make.

 

Staff create a nurturing environment where children's emotional well-being is promoted very well. They focus well on promoting children's social skills. Children's behaviour is good. They share, take turns and are eager to help in routine tasks, such as tidying up.

 

Partnerships with parents are very effective. Staff ensure they meet children's individual needs. A flexible settling-in process helps children to build their confidence and bond with their key person. This helps to promote children's emotional well-being.

 

Children persevere with tasks, they are willing to have a go and show pride in their achievements. Children learn about other countries and find out about other ways of life. For example, they taste different foods and explore festivals.

 

 

It is not yet outstanding because:

 

Staff sometimes direct children too much during activities. As a result, children are not always able to use their own imagination and fully explore through their senses.

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

 

provide better support for children to be imaginative and explore through their senses.

 

Inspection activities

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 spoke with staff and children during the inspection.

n The inspector completed a joint observation with the pre-school manager.

 

The inspector held a meeting with the pre-school manager. She looked at relevant documentation and evidence of the suitability of staff working in the pre-school.

 

Inspector

Lesley Bott

 

Inspection findings

 

Effectiveness of the leadership and management is good

 

From the last inspection, the committee has improved the way it notifies Ofsted of any changes. A new thorough induction programme is now in place for all new committee members. The arrangements for safeguarding are effective. Staff keep their child protection knowledge up to date through their attendance at relevant training courses. Staff have a secure understanding of the signs and symptoms of possible abuse. They know the local procedures to follow in the event of a concern about a child in their care. The manager monitors staff practice regularly, providing feedback and coaching to help them extend their practice. For example, recent training has helped staff to develop their understanding of observation and assessment.

 

Quality of teaching, learning and assessment is good

Staff know children well and plan good quality learning experiences based on children's interests. Staff monitor children's progress successfully. They regularly check children's development to identify any areas where they may need extra help. This enables staff to adapt their practice to close any gaps in children's progress. Children have good opportunities to develop their communication and language skills. They enjoy joining in conversations with staff about what they are doing and are eager to learn and use new words. Staff are skilled in helping children develop their early literacy skills. They encourage younger children to use actions to respond to events in stories and older children to practise their early writing. Staff plan a good range of opportunities for children to learn about the world they live in. Children explore a range of festivals and enjoy role play activities that include foods from around the world.

 

Personal development, behaviour and welfare are good

Staff encourage kind hands and remind children about indoor voices. Staff support children to work together, share the equipment and listen to instructions. Physical development is well supported. Children are given daily opportunities to develop their selfcare and physical skills. Children are encouraged to pour their own drink of water or milk and make their own sandwich. They enjoy the outdoor play area and large well-equipped hall within the school as they learn about the benefits of a healthy lifestyle. Staff use robust risk assessments to ensure that the premises are safe and secure for children at all times.

 

Outcomes for children are good

Children are engaged and motivated to learn. They gain confidence and independence as they develop a good range of skills that prepares them well for their future learning. Children develop good conversational skills. They find their name card to self-register at the beginning of sessions. Children learn to understand that print has meaning in preparation for starting school.

 


Setting Details


Teagues Bridge Pre-School was registered in 1997. The pre-school employs seven members of childcare staff. Of these, four hold appropriate early years qualifications at level 3 and two at level 5. The pre-school opens Monday to Friday term time only. Sessions are from 8.45am until 11.45am and 12.30pm until 3.30pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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.

Any complaints about the inspection or the report should be made following the 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 enquiries@ofsted.gov.uk.

The Office for Standards in Education, Children's Services and Skills (Ofsted) 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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.

 

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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.

 

This publication is available at www.ofsted.gov.uk/resources/120354.

 

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