Smiley Faces Preschool

Smiley Faces Preschool The Phoenix, St. Marys Park, St. Marys Road, Prestwich, MANCHESTER, M25 1GG

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Inspection date

Previous inspection date 22 March 2016 30 April 2015

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This inspection: Inadequate 4

Previous inspection: Requires Improvement

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This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Inadequate 4

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This inspection: Inadequate 4

Personal development, behaviour and welfare Inadequate 4

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This provision is inadequate

 Not all members of staff who work directly with children have had appropriate suitability checks completed. Consequently, safeguarding procedures are not effective and children are at risk.  Not all staff have been subject to a robust selection and recruitment process and references have not been obtained from prior employers. Therefore, robust systems of selection and recruitment are not in place and children are at risk.  The identification of children's next steps in learning and effective assessment of their progress are not accurate enough. Therefore, planned activities do not always promote children's learning effectively.  Staff do not always engage parents to be part of their children's learning at home. Therefore, meaningful information is not always exchanged to support children's learning.

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It has the following strengths

 Children access the outdoors every day, which supports their understanding of healthy lifestyles.  Children's independence skills are promoted, as staff prompt them to attempt activities by themselves, such as pouring drinks and putting their coats on.

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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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Due Date

 ensure that all staff working with children have appropriate suitability checks in place 08/04/2016

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Due Date

 ensure that the processes for the selection and recruitment of all staff members are robust and that appropriate vetting processes are carried out 08/04/2016

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Due Date

 improve staff knowledge of how to observe and assess children's progress, in order to better understand children's individual levels of achievement, identify their interests and learning styles and use this information to accurately plan for the next steps in their learning and development, so that children make consistently good progress 15/04/2016

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Due Date

 ensure that all key persons seek to further engage parents and support them in guiding their children's development at home. 08/04/2016

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector completed a joint observation with the provider.  The inspector held a meeting with the provider and the manager. She looked at relevant documentation, such as training records, policies and procedures, and evidence of the suitability of staff working in the pre-school.  The inspector spoke to a small selection of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is inadequate

The arrangements for safeguarding are ineffective. Robust safeguarding procedures are not in place. Not all staff have had suitability checks undertaken to ensure they are suitable to work with children. In addition, the selection and recruitment procedures are not robust, as the management team has not gained references for all staff working at the pre-school. Staff attend supervisions and some training opportunities. However, these are mainly based on statutory training rather than on continued professional development. Assessment systems to identify the specific needs of individual and groups of children are ineffective. Staff undertake some self-evaluative practice. All actions and recommendations that were identified at the previous inspection have been addressed. For example, staff have recently started to observe one another as they work, in order to identify ways in which the quality of teaching can be developed further. Partnerships with

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Quality of teaching, learning and assessment is inadequate

Staff have a limited understanding of the learning and development requirements of the Early Years Foundation Stage. They undertake some observations of children as they play. However, the information gained from these does not identify ways in which children's next steps in learning can be supported. Planned activities do not always meet the needs of children, as they do not always provide appropriate challenge to support them as they learn new skills. Procedures for assessment are weak. This means that staff cannot identify gaps that may be present in children's learning and development. Some partnerships with parents are in place. However, staff do not work sufficiently well with parents to establish children's starting points or engage them in promoting home learning.

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Personal development, behaviour and welfare are inadequate

Children's welfare is not sufficiently promoted, as safeguarding procedures are not always effectively implemented. Interactions between staff and children are, in the main, warm and positive. Staff play alongside children and join in with their play. For example, children enjoy playing football with staff during outdoor play. Staff promote positive behaviour through praising children as they undertake tasks independently, such as pouring drinks. Children's physical well-being is promoted through daily outdoor play in a variety of different areas, as the pre-school is set within a park. Partnerships are in place with local schools. Teachers are invited into the pre-school to meet with staff and observe children as they play. This helps children with the move on to school.

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Outcomes for children are inadequate

In general, all children are progressing within the range of development that is typical for their age. However, children's achievements are not accurately assessed and they are not sufficiently challenged to make good, or better than good, progress. Children enjoy the activities and are sociable. They are independent and confident to make their own choices and initiate games. They behave well and understand routines. However, they are not well prepared for their next stage of learning or school.

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Setting details

Unique reference number 316830 Local authority Bury Inspection number 1014421 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 24 Number of children on roll 16 Name of provider Mrs Wendy McLean & Mrs Shelagh Taylor Partnership Date of previous inspection 30 April 2015 Telephone number 0161 773 3674 or 07742 738570

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Setting details

Smiley Faces Preschool was registered in 2000. The pre-school employs four members of childcare staff. Of these, two hold appropriate early years qualifications at level 3 and one at level 2. The pre-school opens from Monday to Thursday, during term time only. Sessions are from 9am until 12.45pm. 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

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Setting details

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Setting details

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