Little Panda's Pre-School

Little Panda's Pre-School Broadoak Community Centre, Broadoak Road, Ashton Under Lyne, Tameside, OL6 8RS

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Inspection date

Previous inspection date 13/02/2013 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are well supported, secure and settled as a result of them building close relationships with key members of staff.  Teaching is rooted in a good knowledge and understanding of children's learning and development needs. Staff provide good levels of challenge which are appropriate for the children's age and stage of development to help them progress well.  The staff have a robust understanding of protecting children in a safe and secure environment. This supports children's awareness of how to keep themselves safe.  Strong partnerships with parents and other professionals ensure children receive consistent support in their care and learning.

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It is not yet outstanding because

 Staff do not make effective use of every opportunity to promote children's home languages as part of the everyday routine to help them feel valued.  Opportunities for children to develop independence skills are not fully explored at snack times.

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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 compulsory part 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 playroom and in the outdoor area.

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Inspection activities

 The inspector held meetings with the provider/manager of the setting at appropriate times in the day.

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Inspection activities

 The inspector looked at children's observation and assessment records, planning records, evidence of suitability of staff working within the setting and a sample of policies and other documentation.  The inspector took account of the views of four parents spoken to on the day.

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Information about the setting

Little Pandas Pre-School was registered in 2012 and is on the Early Years Register and the compulsory part of the Childcare Register. It is situated in one storey premises in the Broadoak area of Ashton-under-Lyne, Tameside, and is managed by Little Pandas Pre- School Limited. The setting serves the local area and is accessible to all children. It operates from the Acorn room in the community centre and there is a fully enclosed area available for outdoor play. The setting employs three members of child care staff. All of these hold appropriate early years qualifications at level 3 and above, including two with Qualified Teacher Status. The setting opens Monday to Friday during school term time only. Sessions are from 9am until 3.30pm. Children attend for a variety of sessions. There are currently 18 children attending who are in the early years age group. The setting provides funded early education for two- and three-year-old children. The setting supports a number of children

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Information about the setting

who speak English as an additional language and children with special needs and/or disabilities.

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

 extend opportunities for children whose home language is other than English to use that language throughout the day in order to enhance how they feel valued

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

 extend the opportunities to increase children's independence at snack time by encouraging them to pour their own drinks and use beakers without lids.

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who attend

Staff are confident in their understanding of how children's progress. Consequently, teaching is good which ensures all children are developing well and are motivated to learn. For example, children's confidence in speaking out in front of a group of peers is increasing and they are beginning to understand the importance of sharing as they play alongside one another with the paint and the water. Children follow their interests and explore their surroundings and available resources while staff are tuned into and respond sensitively to their individual needs. As a result, they are enthusiastic learners. Staff are aware of what children in their care can do from when they first start in the setting as this is agreed with parents during the admission visits. This is reflected in their learning journeys. Written comments and tracking sheets demonstrate that all children are making good progress from their given starting points.

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who attend

Children demonstrate good physical control and coordination as they spread the glue on the card, weave around the different play spaces and play with bats and balls. Staff are accomplished in extending children's communication skills as they listen to what the children have to say and use lots of open-ended questions. For example, children are asked to predict what is in the bag that the member of staff is describing, before it is lifted out. Highly descriptive language is used including words, such as waddle when describing how penguins walk. Children enjoy stories, such as one about a dog; they listen attentively and join in as they help to lift the flaps in the book. Children with English as an additional language are generally well supported as staff use key words in their home language, signing and pictures to support their language skills. However, staff do not take every opportunity for children whose home language is other than English to use that

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who attend

language in the setting, to enhance how they feel valued, for examplem, by singing songs in their home language.

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who attend

Numbers are used for counting as part of the everyday routine as children count how many chairs are round the table. Pictorial and written displays and labels around the room encourage children to recognise numbers and letters. The importance of children's personal, social and emotional development is recognised by staff. The children behave well and respond appropriately to instructions from staff as they are offered reminders to sit on their bottoms rather than their knees so they will not fall off the chairs. They wait their turn to speak and share their news. Children with special needs and/or disabilities are well supported and included in all activities. Partnerships with parents are effective and parents are given plenty of information to ensure there is a consistent approach to learning at the setting and at home. For example, by practising nursery rhymes at home, in order to develop language skills. They also share their family experiences in a home

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who attend

school diary and contribute to their child's assessments.

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

A well-established key person system helps to ensure children develop secure attachments to individual staff in the setting. This supports the building of trusting partnerships with children, parents and others who are involved in the care and learning of the children. Key persons ensure that each child receives individual care and learning which meets their specific needs and helps them build confidence. Consequently, children settle well and feel safe and secure in the vibrant and interesting space which promotes their learning. The children explore their surroundings and are offered encouragement as they engage in new experiences, such as pouring water down the tube to see what happens. Staff show interest in children's lifestyles, offer reassurance when needed and enhance their self- esteem by offering lots of praise for their achievements.

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

The children quickly respond to the age appropriate routines and boundaries which take into consideration their individual needs. Staff lead by example as they encourage the children to help tidy away the resources they have finished with and model good hygiene practices. This helps the children learn about safety and health and the effects of not washing their hands as they explain 'germs make your tummy poorly'. This demonstrates how they make associations with good healthy practices. Staff ensure children's self-care and physical skills are progressively promoted. For example, the children manage their own toileting needs and learn how to put on their coats before playing outside. However, at snack times all children use beakers with lids and drinks are poured by staff. As a result, children's developing independence is not fully promoted.

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

Children learn how to use the scissors safely and evacuate the building during regular fire drills which contributes to their understanding of keeping themselves safe. They choose their own toys which are stored accessibly for them to make independent selections. The children learn about considering the needs of others as they feed the fish each day, take turns and share the paints. This supports their emotional well-being and understanding of appropriate behaviour. Partnerships with other providers of the Statutory Framework for the Early Years Foundation Stage have been established and contribute towards smooth transitions to school. Links with other agencies involved with children ensure their individual needs are met and continuity of care is promoted.

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provision

Staff have a thorough understanding of how to safeguard children, access relevant training and know who to contact if they have concerns about a child in their care. A comprehensive portfolio of policies and procedures are implemented well and contribute towards ensuring children's health, safety and well-being is continually promoted. The environment, both indoors and outdoors is organised very well with all hazards successfully identified and minimised. Consequently, children are safe and secure. Staff are robustly checked and well-qualified for their role, as a result, the safety and well-being of the children is assured. They benefit from regular appraisals, supervision and a good training programme. These all contribute towards ensuring staff consistently develop and enhance their skills and awareness of current best practice. All the required documentation relating to the welfare of the children is stored to respect confidentiality.

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provision

Since registration, improvements have been made to the outdoor play space with the provision of planters, new storage facilities and resurfacing of some areas. In addition, staff are committed to improving their service and prioritise attendance at relevant training to develop their knowledge of the Statutory Framework for the Early Years Foundation Stage and best practice. Monitoring and evaluation of the setting accurately reflects the quality and impact of the provision in supporting children's learning and development and in providing opportunities for parents and other partners, such as the local authority, to contribute to this process.

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provision

Positive relationships with parents are established and a regular verbal exchange takes place at the beginning and end of the sessions. Information is shared regarding children's routines, likes and preferences so that they can meet their individual needs. Staff recognise the importance of working with other professionals to ensure that all children receive the support they need. Parents are very grateful for the support they receive in identifying concerns about children's progress and making referrals to the relevant agencies. Discussions with parents demonstrate they are very happy with the opportunities offered to their children. They talk about the wonderful, supportive staff, how much their children enjoy attending and the progress they have made.

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The Childcare Register

The requirements for the compulsory 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 EY451565 Local authority Tameside Inspection number 882206

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 24 Number of children on roll 18 Name of provider Little Panda's Pre-School Ltd Date of previous inspection Not applicable Telephone number 0161 830 0510

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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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