Introduction
 
This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.
 
The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable.  The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).
 
The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.
 
Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration.
 
Description of the setting
 
Rillington Pre-school Playgroup was registered in 1973. The setting employs seven members of childcare staff. Of these, five hold appropriate early years qualifications at level 3 and one member of staff has Early Years Professional status.

The setting opens Monday to Wednesday, 9am until 12noon and Thursday and Friday, 9am until 3pm, during term time. The setting 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.
 
The overall effectiveness of the early years provision
 
This provision is outstanding.

The staff are well qualified and skilled, therefore, the quality of teaching is outstanding.

Children are provided with a wealth of stimulating activities, both indoors and outdoors. As a result, they are enthusiastic and motivated in their learning.

Staff highly appreciate and value each child as an individual. They build very strong, nurturing relationships with them. As a result, children's emotional well-being is very well met. Children are developing independence and their behaviour is exceptional.

Parents are actively involved with their child's learning. Staff foster strong and meaningful partnerships with parents and other professionals. The excellent, two-way communication helps to promote continuity in care and learning.

The leadership team have a very sharp insight into the strengths and areas to improve, as they evaluate all aspects of practice regularly and comprehensively. They have identified highly accurate goals for development, such as developing links with the wide variety of schools, which some of the children are moving on to this year.

Children with special educational needs and/or disabilities are exceptionally well supported. The pre-school works closely with other professionals and outside agencies, to ensure that children's needs are quickly identified and exceptionally well met.

Leaders and staff have excellent knowledge about their responsibility to safeguard children. They clearly demonstrate their understanding of what to do, should they have any concerns about a child's welfare.

What the setting needs to do to improve further

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

  • Enhance the already good information and communication technology (ICT) provision, to provide more adaptable resources, so that children can use this to further develop their own ideas, be creative and make links between different areas of their learning.

Inspection activities

  • The inspector observed activities in the indoor and outdoor areas.
  • The inspector looked at samples of children's records and planning, policies and procedures for safeguarding children and a range of other documentation.
  • The inspector spoke to staff and children throughout the inspection, and held meetings with the manager and chairperson of the committee.
  • The inspector carried out a joint observation with the manager.
  • The inspector checked evidence of the suitability and qualifications of staff working with children.
  • The inspector took account of the views of parents spoken to on the day of the inspection and through written comments.
Inspector Estella Champion.
 
Inspection findings

How well the early years provision meet the needs of the range of children who attend. This is outstanding

Staff make comprehensive assessments and plans, which provide exceptional coverage of all areas of learning. The key-person system is very effective. As a result, children's individual development needs and learning styles are fully understood. Staff provide children with the opportunity to plan and extend their own learning, and give them time to develop their play. Staff adapt their teaching through the questions they ask, which focus on extending children's learning and interests. They give children time to think and respond to questions, and encourage children to describe how they might solve a problem. The good ICT could be further enhanced, to provide even more scope for children to be creative and solve problems in this area of the curriculum.

The contribution of the early years provision to the well-being of children is outstanding


Children receive superb, sensitive support when they arrive at the pre-school. Settling-in procedures are adapted to suit the individual needs of children, and their parents or carer. Detailed information is exchanged, which begins the meaningful, two-way dialogue that supports children throughout their time at the setting. All children have access to a well- resourced outdoor play area, where they engage in activities which support their physical development. Children also have the opportunity to grow their own vegetables and make their own snacks, which helps them gain an understanding of healthy lifestyles. Staff have a first-class working partnership with other early years professionals and outside agencies. For instance, the manager has taken a lead role in working with the local schools, to provide 'starting school' information packs. Consequently, children are supported to become emotionally ready for the next stage in their learning.

The effectiveness of the leadership and management of the early years provision is outstanding


The manager and staff strive to provide excellence. The committee are very supportive and take an active role in the management of the pre-school. They are extremely confident and competent in their roles and understand their responsibilities. Children's progress is closely monitored and assessment is rigorous. Good progress is made by all children, based on their starting points. The progress of children with special educational needs and/or disabilities is rapid. The leadership team continually strive to make improvements and monitor the effectiveness of their practice. For example, they have devised ways to monitor the impact of the Early Years Pupil Premium money, which they have recently started to receive. Professional supervision and the monitoring of staff performance, lead to a high level of consistency in practice. Staff training is sharply focused and has a direct impact on improving outcomes for the children who attend. For example, staff have detailed training to support the communication and language needs of children who have special educational needs and/or disabilities.
 
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.