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Langford Village Primary school, Peregrine Way, Bicester, Oxfordshire, OX26 6SX
Phase
Childcare on Non-Domestic Premises, Sessional day care
Gender
Mixed
Local Authority
Oxfordshire
Highlights from Latest Inspection
Summary of key findings for parents
This provision is good • The pre-school is led by committed and enthusiastic managers. They have high expectations of themselves, staff and children.
The managers reflect on the quality of the provision well, including taking account of the views of parents, children and staff. They use the information they gain effectively to help shape future improvements. The areas identified at the previous inspection have been successfully addressed.
• Children are happy and settled at the pre-school. They develop positive relationships with staff, who are kind, caring and supportive. Children behave well and receive plenty of praise and encouragement from staff.
This helps... develop children's self-esteem and confidence effectively. • Children enjoy an exciting, stimulating and welcoming environment. The very well-resourced indoor and outdoor learning environments offer interesting and varied activities.
These are very effective in engaging children in their play. • Staff provide good quality interactions with children. For instance, they get down to the same level as the children when talking to them.
At times, staff do not provide time for children to think and respond with their own thoughts, such as when asking questions. • Staff form strong partnerships with parents, other settings children attend and professionals. Staff communicate effectively with everyone involved in children's care, which promotes a consistent approach in meeting children's care and learning needs.
• Staff know their key children very well. They show a secure understanding of children's development and what they need to learn next. Children make good progress from their individual starting points and gain the skills ready to move on to school.
• The managers provide good support to staff to help develop their skills and knowledge. For example, they encourage staff to undertake further training to gain qualifications. The monitoring of staff's practice is sometimes not focused sharply enough to further identify and address improvements to teaching and raise this to a higher level.
