Vicarage Lodge Preschool Community Playgroup

Vicarage Lodge Pre-School 1A Highlands Road, Runcorn, Cheshire, WA7 4PS

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Inspection date

Previous inspection date 15 January 2016 19 October 2010

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Disabled children and those with special educational needs are fully included and valued at the setting. Staff work sensitively with children, they plan precisely for their learning and ensure they make very good progress in relation to their starting points.  Children's behaviour is managed very well because all staff use effective behaviour management strategies and clear guidance. Children know and understand the rules, and thoroughly enjoy their time at the setting.  Staff make excellent use of the stimulating environment, both inside and outside. This provides children with a wealth of exciting play activities that spark their curiosity and encourage explorative play.  Staff have developed strong partnerships with parents. They successfully involve parents in their children's learning and regularly share the progress their children make. This helps to provide consistency for children's learning.

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This provision is good

 Effective self-evaluation systems are in place. The manager clearly demonstrates her ability to accurately identify what she needs to do next to continually improve outcomes for children and their families.

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It is not yet outstanding because:

 The programme of professional development is not yet sharply focused and targeted to ensure that all staff are reflecting on their practice to enhance teaching to the highest level.  Staff do not hold all children's interest and engagement during some planned activities with large groups of children.

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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 more opportunities for staff to consider how they can raise the quality of teaching to an outstanding level  review the organisation and planning of large group activities, in order to fully engage all children, so they are keen and motivated to learn.

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Inspection activities

 The inspector looked at children's assessment records and planning documentation.  The inspector held a meeting with the manager. She checked evidence of the suitability and qualifications of staff working with children, policies, procedures and the settings self-evaluation.  The inspector spoke to both children and staff and observed play and learning activities within the main indoor and the outdoor environment.  The inspector took into account the views of parents spoken to on the day.  The inspector carried out a joint observation with the manager.  The inspector had a tour of the premises.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. All staff complete safeguarding training and they have a secure understanding of child protection issues. They know how to respond to concerns to safeguard and promote children's welfare. The manager accurately analyses the progress of different groups of children to help identify gaps in attainment. This helps the team to set priorities for individuals and groups of children, so that they continue to make good progress in their learning. The setting employs a team of qualified and experienced staff. Staff have access to regular supervisions and they make good use of training which impacts on the quality of the provision. The setting has highly effective arrangements to work in partnership with other agencies, to support children's learning and development.

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Quality of teaching, learning and assessment is good

Overall, the quality of teaching is good. Staff regularly observe and assess children's progress. They plan for children's next steps in learning, ensuring activities take account of children's likes and interests. Children love to play with sand, water, paint and dough. Children enjoy weighing and measuring dinosaurs. This helps children to develop their mathematical skills. Children are confident communicators and their language skills are well promoted. Staff interact well with children and engage in constant discussion throughout their play. Staff listen carefully when children talk about the weather and describe the hailstones falling from the sky. Staff are effectively deployed to different activities and are on hand to extend children's learning and development as they play. For example, children are encouraged to speculate and test out their own ideas through different teaching strategies.

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Personal development, behaviour and welfare are good

Staff provide a welcoming and friendly environment for children and parents. They are warm and caring, and offer children lots of support and praise. An effective key-person system is in place. Children's emotional well-being is given high priority. Settling-in arrangements and transitions to school are well planned and facilitated according to the individual needs of the child. Parents provide information about children's individual needs and staff keep them well informed about children's progress. Staff are very good role models. They use consistent praise and encouragement to promote children's confidence and self-esteem. Staff provide a variety of outdoor activities to support children's physical skills. Children follow good hygiene routines and manage their personal care needs well. They understand that they need to wash their hands at key times throughout the day. Daily routines are well embedded in the setting. Children demonstrate their understanding

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Personal development, behaviour and welfare are good

of what comes next as they willingly participate in the fun tidy-up time routine.

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Outcomes for children are good

Children are making good progress in their learning and are keen and highly motivated to learn. They are developing the key skills needed to support them in their next stage of learning or the move on to school.

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Setting details

Unique reference number 303489 Local authority Halton Inspection number 855049 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 26 Number of children on roll 43 Name of provider Vicarage Lodge Pre-School Committee Date of previous inspection 19 October 2010 Telephone number 01928 581150

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Setting details

Vicarage Lodge Pre-School was registered in 1965. It is managed by a committee. It opens from Monday to Friday, during term time only. Sessions are 9am until 12 noon and 12.45pm to 3.45pm. A lunch club operates between 12 noon and 12.45pm. The setting employs eight members of staff. Of these, six hold appropriate early years qualifications at level 3 and one at level 4. The setting provides funded early education for two-, three- and four-year-old children. The setting supports disabled children and those with special educational needs.

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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

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Setting details

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Setting details

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Setting details

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