Parkgate Pre School

Parkgate Pre-School Parkgate Primary School, Brooklands Road, Parkgate, South Wirral, Cheshire, CH64 6SW

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Inspection date

Previous inspection date 2 July 2015 5 January 2012

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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 Outstanding 1

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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 manager and staff have a very good knowledge and understanding of the requirements of the Early Years Foundation Stage and implement these well.  The well-established key-person system promotes children's learning and development effectively. Staff have an extremely good understanding of all children's needs and routines. As a result, children are exceptionally confident and self-assured individuals.  The excellent range of resources in the indoor and outdoor environments is extremely well organised and easy for children to reach. This promotes children's independence and learning successfully.  The safety of children is given high priority by all staff. Daily risk assessments are carried out to ensure that the areas used by children are free from hazards.  Children follow excellent hygiene routines and learn to adopt healthy lifestyles. They enjoy nutritious and healthy snacks and lunches. Staff talk with children about the

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This provision is good

positive effects healthy eating has on their bodies.  The manager ensures the views of staff, children and parents are taken into account when setting targets for improvement.  The manager and staff meticulously monitor the progress of different groups of children, such as two-year-old children who are in receipt of funded early education. There is a highly effective tracking procedure in place. This enables staff to quickly identify and address any gaps in children's learning.

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It is not yet outstanding because:

 Opportunities to extend children's thinking skills are sometimes missed.  Staff do not get many opportunities to share good practice across the team so that best practice can be built upon to further improve children's learning experiences.

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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

 enhance the use of skilful questioning to encourage children to share their knowledge in greater detail  provide more opportunities for staff to observe and share best practice, in order to develop the quality of teaching to a consistently outstanding level.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of staff working with children, and viewed the setting's self-evaluation and improvement plan.  The inspector toured the setting.  The inspector held meetings with the manager and spoke to other staff members at appropriate times throughout the inspection.  The inspector looked at children's assessment records and planning documentation.  The inspector observed activities in the indoor and outdoor environments.  The inspector took account of the views of parents spoken to on the day of the inspection.

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who attend. This is good

Staff are well qualified and experienced. As a result, all children's learning is promoted well, including those with special educational needs and/or disabilities. The quality of teaching is good and, at times, is outstanding. As a result, children develop a good range of skills and attitudes. This prepares children well for the next stage in their learning, including their move on to school. Planning and assessment arrangements focus sharply on the individual needs of all children. Assessments are shared with parents, in order to promote continuity of care between the pre-school and home. Children enjoy the good opportunities available to develop their early writing skills. They use paintbrushes, chalks and water to make marks on the ground outdoors. Staff build on children's enthusiasm for mathematics. For example, when children play at the water table, staff encourage them to think if their objects will sink or float. Children explain what is happening and anticipate

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who attend. This is good

what might happen next. Staff skilfully extend this further as children learn about surface area and comparison. However, on occasion some staff do not maximise opportunities for children to extend their thinking even further, by using skilful questioning.

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outstanding

Staff have high expectations for children. As a result, children's confidence flourishes as they are supported to meet their full potential. Staff have a warm and friendly manner. They are excellent role models, showing kindness and consideration to others. Superb attachments are made as staff get to know their key children extremely well. Staff offer consistent praise to children and children's behaviour is excellent. Children know how to keep themselves safe and they play exceedingly well together. For example, they know how many children are allowed in the bike area and organise this without conflict. All children are very secure and settled. They love to learn in this extremely stimulating environment. All children are given superb opportunities to take part in learning outdoors. This develops their physical well-being extremely well. Robust safeguarding policies and procedures are in place and all staff have completed relevant safeguarding training. This

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outstanding

ensures that children's welfare is exceptionally well protected. There are excellent relationships with local schools and other professionals, to provide children with continuity in their care and well-being.

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provision is good

Staff are led by a highly motivated and passionate management team. A well-documented self-evaluation and improvement plan clearly demonstrates how they will improve this very good provision even further. Management effectively monitor staff. There is a programme of staff support and training which has a positive impact on their teaching. Staff are given access to a wide range of opportunities to continue their professional development. However, this does not include many opportunities for staff to be able to model and share best practice. Consequently, outstanding practice is not always celebrated and built upon across the setting, to enable all children to reach outstanding levels of attainment.

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Setting details

Unique reference number 305236 Local authority Cheshire West and Chester Inspection number 864814 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 24 Number of children on roll 53 Name of provider Parkgate Pre-School Committee Date of previous inspection 5 January 2012 Telephone number 0151 353 8168

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Setting details

Parkgate Pre-School was registered in 1993. The pre-school employs seven members of childcare staff, all of whom hold appropriate early years qualifications; one member of staff has a level 2 qualification, four members have level 3, one staff member has level 6 and a further member has Qualified Teacher status. The pre-school opens from Monday to Friday during term time only. Sessions are from 9am until 12 noon and 12.30pm until 3.30pm. Lunchtime is between 12 noon and 12.30pm. 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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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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