Friezland Preschool Ltd

Friezland Pre-School Ltd Friezland Church Hall, Oaklands Road, Oldham, OL3 6AS

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Inspection date

Previous inspection date 19/09/2014 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 broad range of educational programmes that provide them with sufficient challenge and tailored experiences across all areas of learning. Staff monitor children's learning and development precisely and tracking systems are robust. Consequently, children make good progress relative to their starting points.  Staff have a thorough knowledge and understanding of all safeguarding practices. They are aware of the signs and symptoms of abuse and know the referral procedure well. As a result, children are safeguarded well.  The quality of teaching is consistently good because staff receive enriched professional development programmes and they understand how children learn and develop.  The manager and staff regularly evaluative their practice and create realistic improvement plans. They seek the views of parents, staff and children to bring about change and drive improvement forward.

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This provision is good

 Children settle very quickly because there is an effective key-person system in place, which successfully supports their emotional well-being.

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It is not yet outstanding because

 Opportunities for older children to develop their independence to the utmost are not fully implemented, such as at snack and mealtimes.

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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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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 various documents, including a sample of policies and procedures, accident records, children's records, evidence of the suitability and qualifications of staff, recruitment procedures and self-evaluation documents.

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Inspection activities

 The inspector held discussions with the manager and talked to children, staff and key persons throughout the inspection.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day of the inspection.

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Information about the setting

Friezland Pre-School Ltd was registered in 2014 on the Early Years Register. It operates from two rooms in a church hall in the Greenfield area of Oldham. The pre-school serves the local area and is accessible to all children. There is a fully enclosed area for outdoor play. The pre-school is open from Monday to Thursday from 9.15am to 3pm and Friday from 9.15am to 1pm, term time only. Children attend for a variety of sessions. There are currently 46 children on roll in the early years age range. The pre-school receives funding for the provision of free early years education for two-, three- and four-year-old children. It supports children with special educational needs and/or disabilities and children, who speak English as an additional language. The pre-school employs seven members of childcare staff, of whom one holds Qualified Teacher Status and four hold an early years qualification at level 3. The pre-school receives support from the local authority and is a

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Information about the setting

member of the Pre-School Learning Alliance.

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

 enhance opportunities for older children to self-serve their own food and pour their own drinks during mealtimes.

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who attend

Staff have a secure knowledge and understanding of the Early Years Foundation Stage. Children receive an enriched and personalised learning programme that captures their interests and keeps them motivated to learn. Staff gather children's initial starting points upon entry and fully utilise these to provide tailored care and learning opportunities. Young children become fascinated in exploring pine cones, feathers and twigs. Older children fill and empty buckets of water, form recognisable letters with chalk and operate low-level climbing apparatus. Children have a strong sense of belonging in this good quality setting and staff promote their individuality and different learning styles effectively. Robust planning, observation and assessment systems are firmly in place. These link to developmental outcomes and provide clear next steps in learning. Staff effectively track children's progress towards the early learning goals. Appropriate intervention and support

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who attend

is sought to ensure children are given the best possible start to their early education. The progress check for children between the ages of two and three years is well fostered and includes the views of parents, children and healthcare professionals.

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who attend

The quality of teaching is consistently good across the setting. Staff fully understand the importance of maintaining a correct balance between adult-led and child-initiated learning. They encourage children to learn through trial and error and effectively promote the characteristics of effective learning. For example, children excitedly mix water with sand, soil and grass to create a soft mixture. Staff are on-hand to offer praise, reassurance and provide further challenge. Consequently, children are self-motivated, confident and inquisitive learners, who are keen to try new experiences. Children's early communication and language development is effectively promoted through tailored letters and sounds programmes, story time and show and tell activities. Learning environments are rich in print and host a variety of good quality reading materials. As a result, children learn from a young age that print carries a specific meaning. Staff promote equality and diversity very

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who attend

well. Consequently, children acknowledge difference in one another and positively comment on hair, eye and skin colour. Further to this, children try foods from around the world, dress in traditional cultural clothes and celebrate a variety of festivals, such as Chinese New Year.

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who attend

Children with special educational needs and/or disabilities are well cared for by the experienced and knowledgeable staff team. Comprehensive individual educational plans are implemented and regular multi-agency meetings take place to discuss the impact intervention and support is having on children's overall learning and development. Consequently, children with special educational needs and/or disabilities receive perceptive support across the areas of learning and make good progress relative to their starting points. Children, who speak English as an additional language, are supported well. Staff use a variety of bilingual aids and they have attended relevant training. Staff obtain key words in home languages and receive support from a speech and language therapist. As a result of the timely interventions and support, children, who speak English as an additional language, make good progress relative to their starting points. Staff have a good

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who attend

understanding of how to positively engage children in activities that will enable them to acquire the dispositions and attitudes to be ready for school. They place high emphasis on name writing, self-care and promote concentration skills during focused learning. However, staff miss opportunities to fully promote children's independence further, through allowing them to self-serve their own foods and pour their own drinks during mealtimes.

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

Children arrive at the setting happy, energetic and are content to leave their parents and carers. They greet the adults, who care for them, with excitement and embrace them with hugs. Staff have a good understanding of how to effectively support children's emotional well-being and have attended separation and attachment training. The effective key- person system ensures that children are cared for by adults, who know them well. Allocated time is given to key persons to support the settling-in process and parents attend 'stay and play' sessions with their children. Consequently, children settle very quickly and establish secure bonds with their key person. Children's personal, social, emotional and moral development is effectively supported by the caring and dedicated staff. They provide children with sufficient opportunities to discuss feelings, emotions and learn the basics of right and wrong. Consequently, children display genuine empathy, care

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

and concern for one another when they become unhappy or upset. Children display high levels of enjoyment and self-determination in self-chosen and adult-led activities. They become encapsulated in imaginative play and use first-hand experiences to facilitate their learning further. For example, a small group of children outdoors become fascinated in enacting roles of emergency services, they use their voices to create sirens and use various objects to represent fire hoses and police radios.

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

Children's physical development is effectively supported by well-planned learning environments. They jump, climb and run as they participate in an assault course. Children operate low-level climbing apparatus, use increasing skill and coordination as they manoeuvre bicycles and scooters around obstacles. Older children participate in weekly focused physical educational programmes, where a particular area of physical development is promoted, such as large muscle development. Consequently, children make good progress in physical development relative to their starting points. Children display good behaviour across the setting. Staff use age and developmentally appropriate explanations and positively reinforce good behaviour with incentives, such as stickers and certificates. As a result, children are aware of what is expected of them and routinely remind one another of being a kind and gentle friend. Children are well prepared for their

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

next steps in learning or moving onto school. Staff support transitions very well and offer tailored programmes to children and provide parents with comprehensive advice and support. Staff have attended appropriate training and know how to overcome social and emotional anxieties children may display during the transitional process. They provide role-play activities, discuss the step-by-step process of moving and provide picture books of new teachers and their new play environments. Further to this, children are provided with opportunities to dress in school uniform, speak to their new teachers and go on visits to their new classroom.

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

Staff positively promote healthy living to children. They discuss the significance of eating healthy, taking regular exercise and talk about good hygiene practices, such as brushing teeth and washing hands. Children receive visits from the local dentist and nurse to discuss oral hygiene and the importance of eating healthy. Consequently, children gain an early awareness of the significance of healthy living and display very good hygiene practices. Children are provided with healthy, nutritious snacks and have access to fresh drinking water throughout the day. Robust risk assessments are in place and staff know how to minimise risk and potential dangers to children. Staff have a good understanding of how to respond to different medical emergencies and they have attended comprehensive paediatric first-aid training. Staff effectively promote opportunities for children to manage their own risks during play. For example, children decide if the grass is

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

wet or dry and if it is deemed safe to run on. Further to this, children learn how to keep themselves safe with comprehensive topics being covered, such as fire safety and 'stranger danger'. Staff invite emergency services and healthcare professionals into the setting to discuss basic health and safety precautions and how to respond to different emergencies.

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provision

Staff have a secure knowledge and understanding of all safeguarding practices. They have attended comprehensive training and are fully aware of the signs, symptoms and categories of abuse. They know the referral procedure well and understand what to do if an allegation is made against themselves or a colleague. Robust safer recruitment procedures are fully in place and all staff have undergone stringent suitability checks, such as enhanced Disclosure and Baring Service checks.

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provision

Management have a good understanding of their roles and responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. Children receive enriched and stimulating programmes that are regularly monitored and reviewed by management. Planning, observation and assessment systems are firmly in place and are effective in helping children achieve well. Management closely monitor all aspects of learning for each child and scrutinise learning and assessment documentation, to ensure each child is provided with sufficient challenge to progress well towards the early learning goals. Comprehensive tracking systems are in place and management have a good understanding of how to effectively monitor and evaluate children's overall learning and development. Consequently, robust interventions are put in place and the attainment gap for identified cohorts of children quickly narrow. The monitoring of teaching is good.

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provision

Management carry out regular teaching observations and correctly identify strengths and weaknesses in professional practice. The relevant training, coaching and support is put into place for each staff member and they receive tailored continuous professional development programmes. Comprehensive appraisals take place and include clear targets for staff to work towards. Further to this, management have regular one-to-one meetings with staff to discuss aspects of ongoing suitability, reflective practice and the quality of teaching and learning. Consequently, the training and support staff receive provides children with better learning and development outcomes across all areas of learning. Self- evaluation is well fostered and management know how to set and meet challenging targets. Questionnaires are sent out to staff, parents and older children and their views respected. Management liaise with a representative from the local authority early years

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provision

team to look at the overall quality of the setting and how to drive the already good practice forward. Management display high levels of commitment and drive to bring about change for children, families and staff at the setting.

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provision

Partnership working is a strength of the setting. Strong links with the local primary school, church, health visitor and local authority early years team are well embedded. Staff attend regular early years cluster meetings, hold regular toddler events and host a variety of open days for parents, children and families. Parental partnerships are strong. Parents speak highly of the services offered, 'it is a home-from-home environment, with caring and loving staff' is typical of comments received.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY476022 Local authority Oldham Inspection number 960798 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 40 Number of children on roll 46 Name of provider Friezland Pre School Ltd Date of previous inspection not applicable Telephone number 01457874491

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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

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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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