Cherry Tree Pre-School

Cherry Tree Pre-School Cherry Crescent, Rawtenstall, ROSSENDALE, Lancashire, BB4 6DL

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Inspection date

Previous inspection date 27 April 2015 30 November 2011

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3

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Requires improvement The contribution of the early years provision to the well-being of children Good 2

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3

The effectiveness of the leadership and management of the early years provision Requires improvement The setting does not meet legal requirements for early years settings

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This provision requires improvement. It is not yet good because:

 When planning activities, practitioners do not always take into consideration children's next steps, to ensure they are always supported to make good progress towards the early learning goals.  Practitioners are less effective in assessing and tracking children's progress, in order to consistently identify and plan for children's individual next steps across all areas of learning.  Managers do not yet have clear enough systems in place for evaluation of the setting to have a sufficiently strong focus on raising the quality of teaching and learning, and to set clear targets to drive continuous improvement.

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It has the following strengths

 Practitioners plan a welcoming and well-resourced environment. Therefore, children have access to a wide range of toys promoting their independence as they play and explore.  Children are happy, settled and confident to leave their parents. This is because practitioners work well in partnership with parents and other agencies to support children's emotional well-being.  Children follow good hygiene routines. They enjoy pouring their own drinks and making healthy choices at snack time, which promotes their good health.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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What the setting needs to do to improve further

 take into account the individual needs and stages of development for each child, and use this information to plan for children's next steps in their learning  use robust methods of assessment to ensure children's learning and development are tracked and challenging experiences are planned for children's individual needs.

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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

 improve the system for the evaluation of the provision and the identification of the strengths and weaknesses of the setting, to focus more strongly on improving the quality teaching.

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Inspection activities

 The inspector undertook a tour of the setting.  The inspector observed activities and the quality of teaching and learning in the playrooms and outdoors.  The inspector spoke to members of staff, parents and children at appropriate times during the inspection and held meetings with the manager.  The inspector carried out a joint observation with the manager.  The inspector looked at children's learning journals, assessment records and planning documentation.  The inspector checked staff qualifications and the suitability of staff working with the children, along with policies and procedures for safeguarding and self-evaluation.

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who attend. This requires improvement

Parents are welcomed into the setting and encouraged to share information about their child's interests and starting points on entry. Children enjoy their time at pre-school and settle well into the morning routine. During group time, the key person supports children's communication and language, and personal, social and emotional skills as they sing their 'hello song' and enhance this by using sign language. All children, including those who speak English as an additional language, are made to feel welcome and included. However, the quality of teaching is variable, and as a consequence, opportunities to enhance children's learning are not always maximised. Practitioners do not always fully take into account the individual needs of the child, resulting in a lack of focused planning. Practitioners observations and assess children, however, information gained is not consistently used to inform and monitor progress. As a consequence, some activities do

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who attend. This requires improvement

not always challenge all children or fully promote their next steps for learning. Children enjoy playing in the water, filling and emptying containers, as other children play outdoors riding wheeled toys. There is a variety of good resources which are easily accessible to all children to promote their independence.

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good

A strong key-person system ensures children form secure attachments, which enhances their emotional well-being and independence. Children follow good hygiene routines and practitioners promote their understanding of making healthy food choices, discussing whether they prefer apples or bananas, and they independently pour their own drinks at the snack table. Behaviour is good; this means children are happy and feel safe in the setting. They are very polite, share resources and show kindness towards each other. Practitioners sit with the children, supporting the management of risks and monitoring their safety. Practitioners understand their responsibility to keep children protected and safe from harm. Children demonstrate they are active learners, confidently initiating their own play by making choices from the range of good quality resources and becoming ready for their next stage of learning and on to school.

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provision requires improvement

The management team has an appropriate understanding of the Early Years Foundation Stage. A range of policies and procedures supporting children's health, safety and well- being are in place. However, monitoring of the quality of assessment and planning to build on children's next steps in learning is not yet rigorous enough and, therefore, they make steady rather than good progress. The manager has recently introduced staff supervision to inform training needs; however, there is insufficient evidence to show the impact of this on the quality of teaching and learning at present. All staff are qualified and understand how children learn and develop.

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Setting details

Unique reference number 309267 Local authority Lancashire Inspection number 871851 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 32 Number of children on roll 38 Name of provider Cherry Tree Pre-School (Rawtenstall) Committee Date of previous inspection 30 November 2011 Telephone number 01706 229 153

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Setting details

Cherry Tree Pre-School was registered in 1993. The pre-school opens Monday to Friday during term time only, from 9am to 12 noon. The pre-school employs five members of staff. Of these, four hold early years qualifications at level 3 and one holds level 6. The nursery provides funded early education for two-, three- and four-year-old children.

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Setting details

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

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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Setting details

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Setting details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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