Panda Pre-School

Panda Pre-School Christ Church Community Rooms, Block Lane, Chadderton, Oldham, OL9 7QB

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Inspection date

Previous inspection date 21 May 2015 3 December 2010

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This inspection: Good 2

Previous inspection: Good 2 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

 Staff have a good understanding of how children learn. They use effective teaching techniques to ensure children make good progress towards the early learning goals, in preparation for school.  The pre-school rooms are attractively laid out to stimulate children's inquisitiveness and interest in learning.  An efficient key-person system ensures all children are well cared for. The techniques used support their personal, social and emotional development.  Children take small risks when learning in the outdoors. They climb, slide and jump, developing their physical skills.  Effective systems are in place to keep children safe and secure. Children's attendance is appropriately recorded along with the correct recording of accidents and injuries.  Safeguarding is good. The leadership team makes sure all staff recognise the signs and symptoms of abuse for the protection of children.  The highly qualified staff team attend regular training and disseminate their learning to

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This provision is good

colleagues through regular staff meetings. This improves their professional development to deliver good quality learning opportunities for children.

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It is not yet outstanding because:

 There are missed opportunities for children to learn to show an interest in technological toys or understand that information can be retrieved from computers.  Staff do not effectively use the outdoor environment further in order to build on children's literacy and numeracy development.

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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

 provide further opportunities for children to build on their interests of interactive toys and computers in order for them to gain knowledge about how things work  enhance and build on children's literacy and numeracy development, for example, by providing print and numbers in the outdoor environment.

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Inspection activities

 The inspector toured all the rooms in the pre-school. She observed activities in the playrooms, the outside area and the interaction and learning between staff and children.  The inspector checked evidence of suitability and qualifications of staff working with the children and the provider's understanding of self-evaluation and improvement.  The inspector sampled a range of interactive documents which cover the learning and development requirements, including observations, planning and assessments. She also viewed emergency contact information, enrolment forms and written risk assessments.  The inspector held a meeting with the manager. Discussions took place between staff, children and the inspector at appropriate times during the inspection. The inspector took into account the feedback of the parents.

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who attend. This is good

Children make good progress in their learning because all staff have a good understanding of how children learn and develop. They effectively communicate with children who speak English as an additional language, identifying progress made. Children learn vital skills because staff extend children's abilities, introducing new words and phrases. Children remain motivated and focused on activities, which offer stimulation and encouragement. They learn about life cycles of butterflies as they watch live caterpillars turn into chrysalis. They develop their imagination in the mud kitchen outdoors. Children's mathematical skills are promoted as they sing counting songs and dance. However, opportunities for children to interact with technological toys and computers are not fully explored. This is because the new computer is not working and children do not access toys to find out how things work. Furthermore, children have opportunities to develop their literacy, making marks on

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who attend. This is good

paper and recognising simple letters in their names. However, this is limited in the outdoor area, as there are fewer signs, labels, words or numbers in the environment.

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good

Children's emotional development is supported well. Information gathered from parents initially when children start; helps settle children into the routine of the day. Social skills are learnt as children share activities and staff support children using positive praise. This promotes children's self-esteem. Children identify the change in routine as tambourines are played when tidying up. They support each other when engaged in play and behaviour is good. Healthy lifestyles are discussed as children sit down to nourishing snacks, which they prepare themselves. Intimate care routines are carefully managed to ensure children do not feel vulnerable. Small risks are taken by children when climbing and jumping. Buddying up key person roles ensure all children feel safe and secure when a member of staff is away from the pre-school. In the outside provision, care is taken to give children positive learning experiences and boundaries are set appropriately.

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provision is good

The leadership team work well together to promote safeguarding. Effective recruitment practice ensures all staff are suitable to work with children. Staff have a good understanding of child protection and the pre-school's whistleblowing procedure. The online recording of children's observations and assessments enables parents to remotely feed into their child's development and express their views of the pre-school. The manager monitors the educational progress of children closely to make sure that they continue to make good progress in their learning. Staff and parents are involved in the evaluation of the pre-school. This ensures that staff continue to identify and make improvements. Children's voices are heard as staff listen actively to their thoughts and feelings. The manager works closely with other settings and exchanges good practice ideas. She receives support from a local authority adviser to support them in providing a

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provision is good

good quality service to parents and families in the local community.

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Setting details

Unique reference number EY339662 Local authority Oldham Inspection number 873356 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 41 Number of children on roll 56 Name of provider Werneth and Freehold Community Development Project Date of previous inspection 3 December 2010 Telephone number 07928149269

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Setting details

Panda Pre-School was registered in 2006. The pre-school employs nine members of staff. Of these, six members of staff have a qualification at level 3, and one at level 2. The pre- school operates Monday to Friday term time only. Opening times are from 8.45am until 11.45am. On Tuesday, Wednesday and a Friday, the pre-school is open in the afternoons from 11.45am until 2.45pm. The pre-school 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

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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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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