Little Leaders

Little Leader's Pre-School 40 Sedgeborough Road, Moss Side, Manchester, Lancashire, M16 7EU

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Inspection date

Previous inspection date 27/11/2012 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The acquisition of communication, language skills, personal, social and emotional development is supported well. As a result, children are confident, sociable, and able to express their own preferences and interests.  Staff know the individual needs and interests of children and plan suitable activities around their interests.  Parents and carers are kept well informed about their child's progress; these partnerships are strong and support children's development.  The key person system is firmly embedded and as a result, children feel safe and emotionally secure.

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It is not yet good because

 The educational programmes for literacy and understanding of the world are not covered in sufficient depth and resources are limited. As a result, children do not have the necessary tools to maximise their learning in reading, writing and technology.  At times staff take over in small group activities which prevents children from making their own discoveries and describing problems they encounter with their peers.  Partnership working with other providers, schools and outside agencies is not fully developed in order to ensure continuity of care.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the two main rooms and the outside area.

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Inspection activities

 The inspector spoke with the managers and key persons at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at children's learning journeys, planning documentation, the provider's self-evaluation form and a selection of policies and children's records.  The inspector also took account of the views of two parents spoken to on the day.

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Information about the setting

Little Leaders Pre-School was registered in 2012 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. It operates from a modern church building in Moss Side, Manchester and is privately owned. The setting serves the local community and is accessible to all children. Children have access to a secure outdoor play area. The setting employs five members of child care staff. Of these, two hold appropriate early years qualifications at level 3, and one has an early years qualification at level 4. The manager has a level 6 in play work. The setting opens Monday to Friday all year round except for bank holidays and Eid. Sessions are from 7.45am until 6pm. Children attend for a variety of sessions. There are currently 20 children attending who are within the early years age group. The setting provides funded early education for two-, three- and four- year old children. The setting supports a number of children who speak English as an

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Information about the setting

additional language and children with special needs and/or disabilities. The setting provides an out of school service.

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must:

 ensure educational programmes for literacy include activities and experiences which encourage children to link sounds and letters and begin to read and write. For example, give children a wide range of reading materials to ignite their interests and support children in writing for a purpose, such as shopping lists in the role-play area  develop the educational programmes for understanding of the world by providing a range of experiences for children to show an interest in technological toys or real objects, such as cameras and computers.

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

 encourage children to explore and show interest in discovering things by themselves without taking over or directing. For example, consider providing children with uninterrupted time to play and explore so they can solve problems and initiate conversations with their peers

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

 strengthen partnerships with other providers, schools and other professionals in order to identify all children's needs and help them to make progress.

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who attend

Children make suitable progress in their learning and development because staff plan from children's interests and the learning opportunities provided adequately meet their needs. Although staff have a secure understanding of children's needs and interests, the educational programmes provided in literacy and understanding of the world are not covered in great depth. As a result, children have satisfactory skills for learning and are adequately prepared in readiness for school.

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who attend

Children are encouraged to develop their reading skills and link sounds to letters when they try and find their name card or point to letters on labels. They enjoy listening to stories, such as 'We're going on a bear-hunt'. They demonstrate they know familiar vocabulary and key phrases as in 'swishy swashy' and use their bodies to do the actions as appropriate. However, further opportunities to develop reading skills are not fully explored. In addition, the book area is not particularly inspiring and does not offer a wide- range of reading materials to entice interest. As a result, children do not come readily to the area to share books and develop a love of reading. Children demonstrate they enjoy experimenting with marks using a variety of writing materials in the creative area. For example, they use felt tip pens to make random marks on paper, or use broad paint brushes to paint shapes. However, opportunities for children to write for a purpose, such

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who attend

as writing shopping lists or messages in the home corner, are not fully developed. This means that children are not given maximum opportunities to develop their literacy skills.

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who attend

Staff support children's language skills well. For example, they encourage children to describe the sensation of water being poured on their hands in water play. Staff say, 'What does it feel like? Is it dry or wet?' Staff also seize the opportunity to expand children's knowledge about mathematical concepts, such as using terms like 'full' or 'empty'. Children repeat words back to the staff and learn new vocabulary. However, at times staff dominate and direct the children too much. As a result, children are not able to discover new experiences for themselves and in their own time. Also, opportunities for children to talk amongst their peers about what they see, feel and hear are diminished because staff take over.

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who attend

The learning environment indoors is suitably organised with designated areas of learning, such as small world play and role-play. A range of resources are accessible to children so they can self-select and make choices in their learning. Resources and activities appropriately cover the seven areas of learning. Children have free-flow access to the outdoor area and enjoy looking for living things, such as worms in the flowerbed. Staff support children in digging for worms and fetch a camera to take pictures. Whilst the member of staff is holding the camera, children gather around and look at pictures of themselves on the camera. However, opportunities for children to experiment and operate the camera by themselves are missed. Resources and other experiences to support children's information, communication and technology skills are limited. There is an interactive whiteboard in the room and this is not used at present because staff are

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who attend

waiting to be trained on how to use it. As a result of a lack of resources, children are unable to develop their skills in information, communication and technology fully in order to equip them with skills for the future.

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who attend

Staff have realistic expectations of all children based on accurate assessments of children's starting points. They complete regular observations which are linked to the areas of learning and every four to six weeks, summaries are drawn up for each child. This ensures staff can monitor children's progress and track development over time. Development records show children are making appropriate progress given their starting points and the short period of time they have been coming to pre-school. Key workers regularly share information about children's progress with parents and carers and partnerships are strong. For example, one parent said, 'I bring a learning journey home and everything staff have written is spot on. Staff really take notice of my child's interests such as her favourite colour red and she points to a red apron at home. Staff always give me feedback at the end of the session. I'm so happy.' Staff have completed the progress check for parents to

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who attend

read and this is based on observations staff make of their children and contributions from parents. Children with additional needs are identified early and staff make appropriate arrangements to involve outside agencies where necessary.

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

Children form secure attachments with key persons and other members of staff. Staff are committed to meeting the needs of children and their families in order to help them settle when they first start. For example, staff try and make home visits for each child prior to their admission and pre-visits are arranged so transitions are smooth. The setting is a non- profit organisation and supports the community's diverse needs well. For example, staff go out of their way to support and accommodate families who are struggling financially. As a result, children feel happy and emotionally secure which helps them grow in confidence. Staff support children's independence and self-help skills well in the setting. For instance, children attempt to pour their own drinks and do up buttons on their coats. Those who are ready to, manage their own personal hygiene; they take themselves to the toilet and wash their hands afterwards.

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

Children behave well and are familiar with boundaries and routines. Staff are positive role- models and are consistent in their approach to behaviour management. They give reminders to children about taking turns and praise children who behave well. Outside children enjoy blowing bubbles and watching them float in the sky. They remind one another that they must take turns to hold the bubble container so it is fair.

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

Children have a suitable understanding of healthy lifestyles. They are provided with healthy snacks and meals which meet the dietary requirements of the children. Hygiene practices are appropriate and mean that children remain fit and healthy. Nappy-changing times are used to rehearse number rhymes and children enjoy counting the number of fingers on a rubber glove. Children respond by giggling and clapping showing they are happy and engaged. Physical exercise is promoted in the setting inside and outside. When weather conditions are poor and the surface is slippery, staff make adjustments, such as organising equipment like pop-up tunnels and slides inside. This enables children to develop their physical skills such as climbing, crawling, and sliding on a daily basis.

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

The setting is committed to making links with other early years settings and local schools to ensure effective continuity of care. For example, staff plan to take children on visits to schools prior to their admission and share transition records with teachers. Partnerships with other professionals are also developing. Children who require additional support are in the process of having their needs met, such as visual time lines to support their understanding of routines. Links with other professionals and local schools are in the early stages and are not fully established yet to ensure all children's individual needs are met.

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provision

Safeguarding policies and procedures in order to protect children are implemented well and understood by all members of staff. For example, all staff and visitors are required to hand in their mobile phones to the manager in the office, so children are protected. Comprehensive risk assessments of the premises and daily safety checks effectively minimise risks to children. All required documentation to meet the welfare requirements of the Statutory Framework for the Early Years Foundation Stage is in place to ensure the smooth running of the setting.

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provision

The management team hold a realistic view of the setting. Self-evaluation systems are in place and areas for development are identified. Contributions from parents, staff, and other professionals are taken into account and the provision is adjusted as necessary to meet the needs of everyone involved. The whole team is in the process of setting up a parents' forum so parents can contribute their ideas to enhance the setting. Since the pre- school first opened, staff have focussed their attention on ensuring children settle in and partnerships with parents are established. Therefore, time spent on monitoring staff and arranging staff appraisals are in the early stages of development. The management team are aware of this. Staff are encouraged to attend training and to become more qualified. In-house training is promoted in the setting and enables managers and other professionals to cascade information to other members of staff.

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provision

The overview of the monitoring of educational programmes is adequate and is undertaken by the manager who checks planning and assessment on a regular basis. Staff plan activities across the seven areas of learning, however, the educational programmes for literacy and technology are not in sufficient depth. As a result, children make suitable progress towards the early learning goals.

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provision

Partnerships with parents are positive and parents are pleased with the level of care provided. They are kept informed about their child's progress on a regular basis through daily discussions with their child's key worker. They know they can look through and contribute to children's learning journeys and assessment records at any time. Partnerships with other early years settings, and other professionals are strengthening over time.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

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.

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Setting details

Unique reference number EY445804 Local authority Manchester Inspection number 800053

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 50 Number of children on roll 20 Name of provider Little Leaders Academy Ltd Date of previous inspection Not applicable Telephone number 0161 226 8562

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Type of provision

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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