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 14/01/2015 27/11/2012

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early years provision

This inspection: 2 Previous inspection: 3 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

 The managers and staff have successful partnerships with parents, external agencies and schools which ensures a consistent approach to meeting children's care and learning needs.  Teaching is good because staff know the children well. They observe them during play and use the information to plan exciting and interesting activities in order to promote children's learning and development.  Children are provided with a safe and secure environment because staff have a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. As a result, children are well protected.  Children develop strong and trusting relationships with the caring staff who work hard to help them to feel settled, safe and secure in the welcoming environment.

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It is not yet outstanding because

 There is potential to extend children's learning through more effective use of the outdoor environment.  Opportunities are not always maximised for children to gain an understanding of similarities and differences between themselves and others, to further promote their confidence and self-esteem.

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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 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 pre-school rooms and outdoors.  The inspector spoke to staff and gained the views of parents.  The inspector conducted a joint observation and held a meeting with the manager.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of staff working with children and reviewed the pre-school's self-evaluation and action plans.

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Information about the setting

Little Leader's 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 pre-school serves the local community and is accessible to all children. Children have access to a secure outdoor play area. The pre-school employs 11 members of staff. Of these, one holds Qualified Teacher Status, three hold Early Years Professional status, one holds an appropriate early years qualification at level 5, four hold appropriate early years qualifications at level 3 and 2 hold appropriate early years qualifications at level 2. The pre-school 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 51 children attending who are within the early years age group. The pre-school

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Information about the setting

provides funded early education for two-, three- and four-year old children. The pre- school supports a number of children who speak English as an additional language and children with special educational needs and/or disabilities. The pre-school provides an out of school service.

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

 enhance children's awareness of each other's similarities and differences to further promote their confidence and self-esteem

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

 extend the potential of the outdoor area to provide further opportunities for learning in a wide range of contexts, such as problem solving, risk taking or exploring nature.

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who attend

Teaching is good as staff have a sound understanding of the way in which children learn and develop. Staff plan activities and experiences to ignite children's enthusiasm which makes them eager to participate and keen to learn. As a result, children benefit from a range of activities which they enjoy. This means they make good progress and demonstrate the characteristics of effective learning. Activities are based around children's interests and are planned to support their individual next steps in learning. This is informed by ongoing observations and assessments of what children know and can already do, as information is obtained from parents about their children's capabilities. Consequently, children are actively supported to make good progress within the expected development bands. Children who speak English as an additional language and children with special educational needs and/or disabilities are well supported in their learning and

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who attend

any identified gaps in development are closing quickly. Managers support this by using a robust tracking system, which is embedded through the pre-school. This means that all children are making good progress and are developing the skills they need for their future learning and school.

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who attend

Children's communication development is well supported as staff use effective techniques, which include early phonics activities to further promote their understanding and ideas. For example, staff use effective questioning techniques as they play with children and provide a range of visual timetables and props to encourage children to communicate their ideas. For example, as children explore ice, staff ask questions, such as 'What does it feel like?' Staff use repetition of language and reinforce key words so that younger children are supported to build up their range of vocabulary. For example, staff repeat the word cold, when describing ice. As a result, children's language acquisition and the development of their communications skills is given high priority. Children benefit from a range of activities which promote their physical development and large and small muscle development. For example, babies have a dedicated soft play area in which to climb and balance. Older

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who attend

children have a large bike track, cars and many opportunities to climb and balance as staff support them to jump over the large branches and roots of the tree. The indoor learning environment is well resourced, and as a result, children are able to make independent choices about what they want to play with. However, there are less opportunities to further extend children's learning outdoors as the environment and resources provided outdoors do not reflect the rich and vibrant learning environment indoors. Therefore, the purposeful learning that takes place indoors is not always consolidated or extended to the maximum potential during outdoor learning. Nonetheless, staff engage children outdoors by hunting for wiggly worms and counting the creepy crawlies and squelching in the mud. Activities such as these capture children's enthusiasm and as a result, children have fun, are engaged and well supported by the good quality teaching that staff provide. Staff

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who attend

encourage the children to help to care for the pre-school pet Mushu the bearded dragon and support children to help with feeding him. As a result, children are taught about caring and showing concern for living things. Staff incorporate mathematical concepts into daily activities. For example, staff count fingers as children make prints in paint with their hands, compare the sizes of the children's handprints and ask children questions about the different colours of the paints used. Consequently, children's understanding of numbers, size and colour is extended well. Staff provide a range of equipment to introduce children to information and communication technology, such as, an interactive whiteboard, CD player, laptops and support children to take photographs using the cameras. Consequently, children are gaining an understanding of information and communication technology, and the wider world.

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who attend

Parents are involved in their children's learning and development as staff update them about how their children are progressing. For example, staff plan regular parents meetings and share assessments which include the progress check for children aged between two and three years. This means that a shared approach is adopted to ensure that children make the best possible progress. Furthermore, parents complete Wow tickets to enable them to share information about how children are progressing at home. Consequently, children benefit from a consistent approach to their ongoing learning and development.

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

Children are very happy and confident in this welcoming pre-school. This is because there is a key-person system in place. Staff know children extremely well as they are able to develop a positive relationship during flexible settling-in sessions. Staff spend time with children during the initial visits and parents share meaningful information about their children's individual needs and care routines through an All about me document. Consequently, children's emotional security and well-being is fostered well. Staff are in tune with individual children and understand when to offer them comfort and support. For example, staff recognise when children are not ready to sleep and provide quiet activities to engage them until they are ready to settle down for a nap. Staff comfort babies as they go to sleep, sitting beside them as they sleep so they are available should they wake up. Staff offer reassuring smiles, positive praise and encouragement and are deployed well,

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

which results in children being confident, secure and supported to develop a sense of belonging. Furthermore, resources and equipment are easily accessible which means that children are able to make independent choices about what to play with. Children's emotional well-being is fostered well when the time comes for them to move to school. Staff work in partnership with teachers, attending visits at the school and inviting teachers into the pre-school. Staff share information with parents, introduce school uniforms into the role-play area and share a summary of children's progress. This means that the transfer to school is handled sensitively and children are prepared when the time comes for them to move to the next stages in their learning.

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

Behaviour is good. Staff provide consistent boundaries, which means that children are aware of the rules of the pre-school, and as a result, children are confident and self- assured. There is a variety of resources and equipment which promote children's understanding of diversity and culture in this rich and vibrant pre-school. Consequently, children with English as an additional language are supported well. For example, there is a range of multicultural dressing-up clothing, children benefit from an array of different meals from around the world and are supported well by the multilingual staff team. However, there are missed opportunities to further promote self-esteem by increasing children's awareness of similarities and differences between themselves and others.

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

Children are provided with healthy meals and snacks. The pre-school use an outside caterer and ensure that all meals are well balanced and that any individual dietary requirements are catered for. There are suitable facilities for the hygienic and safe preparation of foods and snacks. Children serve and feed themselves and access fresh drinking water independently. These opportunities, alongside washing their own hands before meals, after using the toilet and after messy play activities encourage children to develop their independence. Mealtimes are a social occasion as staff engage children in conversation about the meal and are encouraged to try the salad, which supports children to gain an understanding of healthy lifestyles. Furthermore, staff reinforce the use of good manners, such as please and thank you. Staff are good role models who teach children about keeping themselves safe. Any accidents are dealt with promptly and effectively as

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

the procedures for dealing with and minimising accidents are robust. For examples, accident records are kept and shared with parents and daily risk assessments are completed. Staff allow children to take supervised risk in their play. For example, as children show an interest in ice staff allow the children to stand on the ice, reminding them to be careful because they might slip, but allowing them to experience the sensation of the ice crunching under their feet. As a result, children are learning about risk and danger and how to manage potential hazards. Children have daily access to the outdoors and fresh air and staff engage them in active games, such as, football, riding cars around the track and jumping in muddy puddles. As a result, children's physical skills are promoted well.

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provision

The two providers, who are also the managers, have a thorough understanding of the requirements of the Early Years Foundation Stage. Staff are trained in child protection and have a clear understanding of their role in keeping children safe and their duty to report any concerns that they have about a child in their care. There are thorough safeguarding arrangements in place, which include the robust recruitment and vetting of staff. This includes Disclosure and Barring Service checks for all staff to ensure that they are suitable. Effective security measures which include a security fob for signing in, CCTV and signing in records for children and staff. All visitors also sign in and have their identity checked. Furthermore, staff are deployed effectively which means that children are kept secure and have a safe environment to play. A range of policies and procedures are used to ensure the smooth running of the pre-school, which are reviewed regularly. Furthermore, the

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provision

documentation used is robust. For example, staff complete detailed accident and medication forms with parents. Staff benefit from a comprehensive induction, which includes mandatory training. All staff have training updated as part of their continual professional development. For example, staff have recently attended training in safeguarding, food safety and paediatric first aid. This means that all staff are suitable and skilled to undertake their role and there is an appropriate number of staff who hold mandatory training. Furthermore, staff benefit from one-to-one meetings with the managers. Also, the managers complete regular observations of staff practice, which are used to identify where support is needed to promote professional development. As a result, staff are aware of their role and responsibility and are supported well to continue to enhance their performance and continue to improve the good quality of teaching provided.

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provision

Since the last inspection, the two managers have been proactive in implementing improvements. They have introduced action plans and use a quality assurance scheme to continue to identify the strengths of the pre-school and any areas for further development. Staff are involved in the process, and the views of parents are obtained through questionnaires, parents' forums, suggestions books and through daily conversations. This means that there is a shared approach to continue to drive improvements. The managers monitor the delivery of the educational programmes. The pre-school staff are experienced and well-qualified and understand the different ways that children learn. Exciting activities are planned, which follow children's individual interests and challenge them in their learning and development. For example, observations of children undertaken by staff are used to plan for children's next steps of development.

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provision

Staff are able to swiftly identify any gaps in children's learning to ensure that appropriate intervention is implemented. As a result, all children are making good progress in relation to their starting points.

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provision

Staff and managers work harmoniously with external agencies and there is a strong, shared commitment to meeting children's individual needs. As a result, all children, including children with special educational needs and/or disabilities and English as an additional language, are well supported through a consistent approach. Partnerships with local schools are strong as staff visit the school and share useful information with teachers. As a result, children transfer to school with ease. Parents contribute to their children's learning and development as they share observations from home and have regular meetings with staff. Parents comment that they feel valued and state, 'The staff are fantastic and welcoming', 'Assessments are accurate' and 'Staff pay attention to detail'.

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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 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 EY445804 Local authority Manchester Inspection number 1002038

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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 51 Name of provider Little Leaders Academy Ltd Date of previous inspection 27/11/2012 Telephone number 0161 226 8562

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Type of provision

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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