Downside Pre-School

Name Downside Pre-School
Ofsted Inspections
Address Chaul End Lane, Luton, Bedfordshire, LU4 8EZ
Type Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Luton
Catchment Area Indicator Available No
Last Distance Offered Available No
Highlights from Latest Inspection

Summary of key findings for parents

This provision is outstanding The leadership and management of the nursery are superb. The provider and managers' passion, dedication and enthusiasm inspire the well-qualified staff team to constantly strive to improve and build on the already outstanding practice. All children make consistently rapid progress from their starting points.

Staff begin their exceptional tracking of children's development from the information parents provide on entry. This enables them to very quickly identify where development is less than expected and to put in place strategies to help children swiftly catch up. Children consistently demonstrate their eagerness and enthusiasm for learning.

Staff provide a rich, vibrant learning environment where children are highly stimulated. Children's well-being and physical development are extremely well promoted through the significant amount of time spent learning outdoors. The support for the large number of children who speak English as an additional language is excellent.

Staff use highly effective strategies to help children develop their confidence and engage in learning. Many staff are able to speak to children in their home language. They carefully choose the times to do this, such as when children need comfort or reassurance.

Books are used in every area of the pre-school. Children learn about different dinosaurs from factual books and they revisit stories through the week in their key groups. Books are also used as a tool to help children understand how to look after their health, such as the importance of cleaning their teeth and visiting the dentist.

Managers precisely evaluate information available to them from the local authority. They analyse children's outcomes at the end of their foundation stage years. They adapt their practice to help the next cohort of children make the best possible progress compared to local and national averages.