Barton Clough Pre-School & OOSC

Barton Clough Pre-School Audley Avenue, Stretford, Manchester, M32 9TG

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Inspection date

Previous inspection date 3 March 2015 10 October 2011

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This inspection: Good 2

Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The quality of teaching is good. Staff provide appropriate levels of challenge and plan tailored learning experiences. Consequently, all children including those with special educational needs and/or disabilities are very well prepared for the next stage in their learning or school.  Partnerships with parents and other agencies are highly effective in supporting a consistent approach to children's learning. Parents are kept very well informed regarding their child's time at the pre-school and children's needs are met well.  Children are confident, happy and settled. They enjoy the stimulating, child-friendly surroundings and the attentive support from staff; who skilfully promote each child's high levels of self-esteem and growing independence.  The management and staff are committed to safeguarding children. They fully understand their roles and responsibilities and the procedures to follow should they

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This provision is good

have any concerns. This effectively contributes to children's well-being.  The manager and staff have a clear understanding of the strengths and weaknesses of the pre-school and this has allowed them to make significant improvements since the last inspection and secure positive outcomes for all children.

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It is not yet outstanding because:

 Occasionally staff do not make the most of spontaneous opportunities to extend children's learning by following their interests or ideas and encouraging them to further develop their critical-thinking skills.  Staff do not always plan opportunities for children to practise writing and making marks in the outdoor area to further support their emerging literacy skills.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 extend children's critical-thinking skills even further when spontaneous opportunities are presented, for example, by extending opportunities for children to explore and investigate things that interest them  provide a range of resources, in the outdoor environment, for children to practise making marks for different purposes.

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Inspection activities

 The inspector viewed all areas accessed by the children including the outdoor environment.  The inspector carried out a joint observation with the owner/manager.  The inspector observed play and learning opportunities for the children and spoke to staff members in the pre-school, when appropriate.  The inspector carried out an interview with the manager and looked at a range of policies and procedures.  The inspector checked evidence of the suitability and qualifications of staff working with children, the provider's self-evaluation form and improvement plan.  The inspector took account of the views of parents and carers spoken to on the day of inspection.

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who attend. This is good

Staff ensure that planned activities are accessible and tailored to support the individual learning and development needs of all children. For example, older children enjoy the sensory experience of exploring scented dough, they confidently talk about the smell and texture and staff encourage them to practise using words to describe their actions such as chop and squeeze. Younger children benefit from small focused activities, with their key person, to promote their language and communication skills such as, sharing books. However, on occasions staff do not always make the most of spontaneous opportunities to further challenge children's ideas and develop their critical-thinking skills. For example, at snack time, staff missed opportunities to extend children's learning even further when the children were talking about the shape of their fruit. Children develop good physical skills. They spend lots of time outdoors where they develop good balance and control of their

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who attend. This is good

bodies as they push each other around on wheeled toys and challenge themselves as they climb up the ladder of the slide. However, resources to enable children to write or make marks are not always available in the outdoor area and this means children have fewer opportunities to practise their literacy skills outside.

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good

A well-established key-person system helps the children to form very good bonds with the staff in the pre-school. The key person gathers 'All about me' information from parents before children start, which is used well to help children settle quickly. This promotes their emotional well-being, giving them the confidence to learn. Staff have very high expectations of all children, they reminded them to share and take turns with resources and offer continual praise and encouragement. Consequently, children are developing excellent social skills. Staff effectively prioritise children's safety and well-being, which ensures that children have an enjoyable and happy time at the pre-school. Children are supported to develop a good understanding of the importance of a healthy diet; they are offered healthy and nutritious snacks that meet their individual dietary requirements.

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provision is good

The manager has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. Secure arrangements are in place for the recruitment of staff and all are vetted to ensure they are safe to care for children. The manager has implemented a robust induction process and regular supervision, training and mentoring opportunities. Therefore, all staff, including those who are less experienced, are very well supported. The manager and staff team work together to continually reflect on ways to improve the quality of the pre-school and implement change to ensure children continue to make consistently good progress. Parents commented, on the day of inspection, that they have excellent partnerships with the staff and that they are very happy with the quality of care and education that their children receive and that their children are making very good progress.

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Setting details

Unique reference number EY287424 Local authority Trafford Inspection number 820053

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 40 Number of children on roll 119 Name of provider Alison Mary Glasgow Date of previous inspection 10 October 2011 Telephone number 0161 748 5755

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Type of provision

Barton Clough Pre-School was registered in 2004. The pre-school employs nine members of childcare staff. Of these, one holds an appropriate early years qualification at level 5. One member of staff holds an appropriate qualification at level 4. Four members of staff hold appropriate qualifications at level 3 and three members of staff hold appropriate early years qualifications at level 2. The pre-school operates each Monday to Friday from 8.45am to 3.15pm during term time only. The out of school club operates from 7.45am to 8.55am and from 3.15pm to 5.45pm during term time only. The pre-school provides funded early education for two-, three- and four-year-old children. It supports children with special educational needs and/or disabilities.

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Type of provision

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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Type of provision

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

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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.gov.uk/government/organisations/ofsted

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