Windacre Pre-School Limited

Windacre Pre-School Limited Windacre House, Mather Road, BURY, BL9 6RB

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Inspection date

Previous inspection date 30/05/2014 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 receive a good range of educational programmes that are tailored to their needs and interests. Teaching and learning is good and children's communication and language skills are very well promoted.  Staff have a secure knowledge and understanding of safeguarding practices and fully understand their role in keeping children safe.  Partnerships with parents and other professionals are well rooted in practice. As a result, children's individual needs are well met.  Leadership and management have a strong drive for continuous improvement. Consequently, self-evaluative practice is effective in identifying priorities for improvement.

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It is not yet outstanding because

 Occasionally, staff over direct children's learning and play in the over two's room. As a result of this, children's natural curiosity and eagerness to explore the characteristics of effective learning are sometimes not fully promoted.  There are some inconsistencies in planning systems. Children's next steps are not always consistently evaluated or linked to future experiences and activities. As a result of this, staff sometimes miss opportunities to ignite children's personal interests and challenge their learning further to ensure all children make optimum progress.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 play and learning activities and spoke to staff and children in the indoor and outdoor environments.

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Inspection activities

 The inspector carried out a joint observation of a teaching and learning activity with the manager.

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Inspection activities

 The inspector looked at policies, procedures, staff suitability and self-evaluative practice.

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Inspection activities

 The inspector carried out a meeting with the management team and spoke to parents and carers.

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Information about the setting

Windacre Nursery and Pre-School was registered in 2013 on the Early Years Register and the compulsory part of the Childcare Register. It is situated in a converted house in the Walmsley area of Bury. The nursery and pre-school serves the local area and is accessible to all children. It operates from two rooms and there are two enclosed areas available for outdoor play. The setting employs six members of childcare staff. Of these, five hold appropriate early years qualifications at level 3, and one at level 2. The setting opens Monday to Friday, for 51 weeks of the year. Sessions are from 7.30am until 6pm. Children attend for a variety of sessions. There are currently 21 children attending who are in the early years age group. The setting provides funded early education for two-, three- and four-year-old children. It supports a number of children who speak English as an additional language and children with special educational needs and/or disabilities. The

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Information about the setting

nursery is a member of the National Day Nurseries Association.

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

 extend staff knowledge of the characteristics of effective learning, and the significance of allowing children to explore their learning environment, without being directed or told what to do for prolonged periods of time

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

 review planning systems, to ensure that children's identified next steps are transparent, evaluated and link to future activities and experiences offered so that all children make optimum progress.

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who attend

Staff have a good knowledge and understanding of the Early Years Foundation Stage. Consequently, children receive interesting, challenging and personalised programmes. For example, staff provide cooking activities in the outdoor 'mud kitchen'; encourage children to search for mini-beasts in a purpose built 'nature house' and help them plant seeds in planters. Children's needs and interests are central to everything staff do. As a result, children have a very strong sense of belonging in their setting. Children's initial starting points are collated through a comprehensive 'all about me' booklet and from an in-depth baseline assessment. Subsequently, good foundations are established to provide enriched, targeted and purposeful experiences for each child. Observation, planning and assessment arrangements are firmly in place, they correctly identify emerging interests, needs and correctly link to early years outcomes. However, there is scope to provide more rigour to

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who attend

planning systems, to ensure next steps are evaluated, clearly identifiable and are used as a platform to provide programmes that will enable children to achieve optimum outcomes. Comprehensive trackers are in place for each child and are used effectively in collating evidence to whether children are meeting expected outcomes or not. Relevant interventions are put into place, which are robustly monitored and evaluated by management. As a result, identified cohorts of children receive perceptive support; therefore, gaps in children's learning and development are narrowing. Children access their learning environment very well and are offered opportunities to extend their natural curiosity and interest in particular areas. For example, children who have a particular interest in animals and outdoors, become involved in feeding and caring for the setting's pet donkeys and chickens. Consequently, children relay this first-hand experience in

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who attend

everyday play experiences, as they role play and explore their imaginative skills as they make pretend food and play with small world animals.

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who attend

Children's communication and language acquisition is very well promoted. Staff provide an abundance of opportunities to enhance children's early communication skills through varied means. Staff read to babies, hold open dialogues, use facial expressions and are very animated. Older children receive challenging and probing questions, listen attentively during meet and greet time and have extensive conversations with key persons. Staff promote children's prior phonological awareness when communication barriers, such as when faced with the pronunciation of new words and names. Staff demonstrate sound decoding of words and use varied techniques, such as demonstrating the oral blending and segmenting of words, which are age and ability appropriate. Teaching and learning is good across the setting and staff have high expectations of all children. For example, young children drink from beakers, self-select resources and move freely from one activity

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who attend

to another. Older children, put their own coats on, write their names and inform staff of independent choices. However, staff sometimes miss opportunities to allow children to become fully engulfed in self-chosen activity, as the balance between child-initiated and adult-led opportunities are not always fully understood by all staff members. As a result of this, some over direction of teaching is apparent in the over two's room and children are not fully exploring the characteristics of effective learning.

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who attend

Children are very well prepared for school before they leave the setting. Staff have a secure knowledge of how to best support children's next steps and make each child's move to school personal, unique and special. For example, staff provide tailored programmes, such as role play, one to one discussions, stories and special trips to school. Further to this, teachers are invited in to meet with children in an environment where they feel safe and secure. Staff have an open culture with children about change and fully promote this at every opportunity during children's play and learning. For example, staff chat to children outdoors whilst they dig in mud about new facilities at their new setting and how it may look. Staff promote children's independence skills further, in order to provide them with the skills that will enable them to be ready for school. Children who have English as an additional language are well cared for by experienced and qualified

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who attend

staff. Liaison with parents and carers is an essential process of this, where key phrases and words are obtained in home languages. Further to this, staff introduce bilingual resources, such as books, and seek further advice if needed through a speech and language therapist. Children with special educational needs and/or disabilities are very well cared for by the experienced and qualified special educational needs coordinator. Relevant interventions, actions, monitoring and evaluations of individual educational plans are securely in place. Multi-agency meetings are effective in identifying future targets and goals for children and key persons to work towards. Consequently, children with special educational needs and/or disabilities make steady progress, relative to their starting points.

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

Children enter the setting with great enthusiasm and are welcomed by caring, loving and enthusiastic staff. As a result of this, children settle very quickly and have no problems separating from their parents or carers. The key-person system is very well embedded and children have formed appropriate and secure bonds with the adults who care for them. Staff further facilitate the key-person system, through allowing children time to familiarise themselves with all staff members. For example, integrated learning takes place, where all children and staff have the opportunity to play with one another and socialise. As a result, children are still emotionally secure if a particular key person is absent. Very detailed information is obtained upon entry for each child, and meetings are held with parents to ascertain individual requirements and interests. Staff fully utilise this information to ensure children's emotional well-being is fully supported through the initial stages of induction.

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

Children access their learning environment very well. Babies crawl, shuffle and attempt to walk around low-level equipment and walking aids. Older children, freely choose resources, such as laptops, dolls and books. All resources are age appropriate, fit for purpose and reflect diversity and difference. For example, in the home corner, children talk about making Chinese foods, wear cultural clothing and look at emerging characteristics in individuals, such as skin, hair and eye colour. Children develop a good understanding of roles, gender and professions within their community. For example, children discuss in detail with each other that boys can also be doctors and girls can be police officers. Staff promote equality very well and educate children through a variety of media, such as role-play links with the local emergency services, special guests and have developed a culture where differences are celebrated. As a result of this, children are

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

developing good awareness of the diverse society and world in which they live in. Children's independence skills are well promoted at a very early age. Babies are encouraged to access resources, use cutlery and hold beakers to drink from. Older children independently access their environments, tend to their personal needs, wash their hands and serve their own meals and drinks.

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

Children's health is well promoted. Staff are good role models and display good hygiene practices. For example, staff talk to children about the significance of brushing their teeth, washing hands and not eating too many sweets. Older children discuss the importance of having fresh air and playing outdoors. They talk with staff about keeping fit and healthy as it makes you happy. Staff provide activities to enhance exercise and health, such as running, climbing and jumping. Staff plan healthy eating activities, such as trying various fruits. They act as very good role models, as they sit with children, discuss foods and regularly eat fruits to encourage children to do so. Further to this, children grow their own vegetables outdoors and eat these for snack. Children take great pride in their setting and regularly tidy up and keep their resources safe. Staff demonstrate the importance of keeping environments safe to children and children are developing sound safety practices

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

as they play within their environment. For example, children discuss the importance of not running too fast as they may fall over and hurt themselves. Children learn about other safety measures, such as strangers, emergency services and they cover topics about 'people who help us'. Children's behaviour is very good. Staff provide clear and consistent messages about expectations and reward children with praise, stickers and certificates. High emphasis is placed on children making 'right choices' and staff provide age- appropriate explanations. Further to this, children's behaviour is promoted through the introduction of a setting mascot teddy bear. This provides an incentive for children and they are eager to please staff, in order to have the opportunity to take the mascot home. This has the dual purpose of promoting home learning, and gives very transparent messages to children about positive behaviour reinforcement.

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provision

Children are very well protected within their setting. All staff have a thorough understanding of safeguarding practices and are fully aware of the signs, symptoms and categories of abuse. Staff have attended a wealth of training to support them in the acquisition of safeguarding knowledge and are aware of other factors, such as identification of unusual staff behaviour and signs to watch out for. Leadership and management cascade their safeguarding knowledge and experience to all staff and regularly carry out on the spot scenarios to ensure staff knowledge and understanding of procedures are effective. Children's safety and security is central to the management team and effective measures are in place. For example, comprehensive policies, procedures, risk assessments, health and safety checks are regularly monitored and consistently implemented. Staff are very vigilant, challenge visitors and scrutinise identification before

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provision

allowing entry to the setting. Other visitors, such as delivery persons, are kept at the gate and staff speak to them through the intercom system. Visitors are asked to sign in and a code of conduct is read and explained, such as not using electronic devises that have cameras installed, for example, mobile phones and laptops. Detailed signs and displays about the prohibited use of mobile phones for parents, staff and visitors are very evident.

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provision

The monitoring of teaching and learning is well rooted in practice. Management have introduced peer observations, professional practice observations and have made good links with the local authority early years advisor, to assist them in the identification of strengths and weaknesses in staff practice. Staff are given comprehensive feedback and tailored action plans are put into place, with adequate support and training. Good practice is shared from well-experienced staff members and new staff members are well supported by an experienced and suitable mentor. Comprehensive cohort trackers are firmly in place, which identify particular trends or gaps in children's learning. Management quickly identify any changes and put contingencies in place, such as one-to-one support and action plans. As a result of this, all children are making good progress, relative to their starting points. Self-evaluation is well embedded and management have an in-depth knowledge in

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provision

identifying areas of improvement and how these will be met. For example, very comprehensive action plans have been devised, listing priorities from low to high. Management work effortlessly in meeting actions and have a very strong drive for improvement. They are fully aware of future goals they want to achieve and have devised comprehensive improvement plans, which will enable them to achieve good outcomes for children, staff and parents. They understand that it is important to obtain the views of others during the self-evaluation process. As a result of this, parents, carers and children are fully involved. Questionnaires, feedback sheets and open dialogues between all are recorded and acted upon.

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provision

Partnership working is securely in place. Parents and carers are kept well informed about children's learning and development. Regular parents' evenings, summative assessments and termly reports are implemented. Consequently, this provides parents with the opportunity to contribute to their children's holistic learning and development. Parents speak extremely highly of the setting and state 'I would recommend this nursery to anyone, it is fantastic'. Further to this, special open evenings are held, for all to attend and is an opportunity for parents to speak and develop friendships with each other. Management have plans to introduce special charity events that will enable them to work closely with parents, local businesses and become a beacon of success for charity fundraising. Partnerships with other professionals and services are good. Links with the local children's centre, local primary schools, nurseries and community are well

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY471522 Local authority Bury Inspection number 946136 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 30 Number of children on roll 21 Name of provider Windacre Pre-School Limited Date of previous inspection not applicable Telephone number 01617643339

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Setting details

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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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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