Wetheral Playschool

Wetheral Playschool Wetheral Village Community Hall, Wetheral, Carlisle, CA4 8HE

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Inspection date

Previous inspection date 6 September 2016 Not applicable

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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

 Staff know children's interests, current skills and abilities. They regularly observe and assess children's development and provide activities and experiences to engage and motivate them. Children make good progress.  The manager and staff know how to implement safeguarding policies and procedures effectively to ensure children's health, safety and security. All staff have a thorough understanding of safeguarding and are well versed in new legislation, including how it has an impact on their practice.  Children behave very well. They listen well to staff's instructions and show they understand the rules of the setting as they happily follow the routine of the day. Staff manage disagreements between children swiftly and effectively.  Children learn to value people who are different from themselves, providing them with good levels of tolerance and respect for others. For example, children enjoy learning a

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This provision is good

different language and exploring differences they notice about other countries.  Staff work closely with parents, who are complimentary about the setting and staff team. Information is regularly shared, supporting continuity in children's care and learning needs.

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It is not yet outstanding because:

 The arrangements for the supervision and support of staff are not yet fully embedded. They do yet provide the manager with incisive evaluation that informs a focused programme of professional development to drive forward the quality of teaching to an even higher level.  Staff do not always fully explore all potential partnerships with other early years settings children attend to help achieve a more collaborative approach to children's learning.

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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

 build on current arrangements for staff support and supervision to inform a more in- depth programme of professional development to raise teaching to an even higher level  enhance partnerships with other settings and promote more regular and direct information sharing to provide greater continuity in children's learning.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning, both inside and outside.  The inspector carried out a joint observation with the manager of the nursery.  The inspector spoke to members of staff and children at appropriate times during the inspection and held a meeting with the manager of the nursery.  The inspector took account of the views of parents spoken to on the day of the inspection.  The inspector looked at children's records, planning documentation, evidence of the suitability of staff and a range of other documentation, including policies and procedures.

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Effectiveness of the leadership and management is good

Safeguarding is effective. There are thorough recruitment procedures in place to ensure that staff are suitable to work with children. Staff carry out regular risk assessments indoors and outdoors. These are successful in reducing hazards. The long-standing staff team has a wealth of experience between them. They support children's learning well through a range of teaching techniques. However, largely legislative-based training means staff do not routinely access a wide range of training to raise teaching to an even greater level. The manager monitors children's progress well and is able to swiftly identify emerging gaps in learning. Self-evaluation is used as an ongoing tool to help staff reflect upon areas that can be improved. The views of parents, children and early years professionals are used to inform targeted plans for improvement.

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Quality of teaching, learning and assessment is good

Children show high levels of engagement during their play and benefit from the effective balance of adult-led and child-initiated play. Children choose where they would like to play and enjoy a wide range of resources that supports their learning across all areas. Outside, children squeal with delight as they race one another on the wheeled toys. They use excellent physical skills as they push themselves along. Staff make effective use of resources that can be used in a number of ways. For example, children hide inside large cardboard boxes, pretending to be animals at the zoo. They invite staff to join in with their storyline as they growl and make animals noises when staff pretend to feed them. Staff encourage children to practise their literacy skills. They draw younger children's attention to tracks made in the sand and invite older children to write or draw on the chalkboard.

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Personal development, behaviour and welfare are good

Staff create a warm and welcoming atmosphere where children and parents feel at ease. Staff are caring, kind and approachable. All children show that they feel safe, secure and settled. The well established key-person system means children quickly grow in confidence to explore the environment and lead their own play. Children develop very good risk assessment skills as they navigate around obstacles and show good control of their trikes, being careful not bump into another child. Children develop a good awareness of healthy lifestyles. They learn about good oral health and the importance of brushing their teeth. Children enjoy a healthy snack menu. Staff encourage conversations about the importance of a healthy diet as they sit and chat with the children during mealtimes.

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Outcomes for children are good

Children are working comfortably within the range of development typical for their age and make good progress over time. Children are confident and show good levels of self- worth. They communicate effectively and confidently share their ideas. They develop good literacy skills and enjoy books and story time. Children's concentration is good. They listen and follow instructions attentively. Children develop the necessary skills well that they need in preparation for school.

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Setting details

Unique reference number EY484316 Local authority Cumbria Inspection number 997838 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 4 Total number of places 24 Number of children on roll 17 Name of registered person Sheila McDairmant and Patricia Cowen Partnership

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reference number

Date of previous inspection Not applicable Telephone number 07531 640 868

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reference number

Wetheral Playschool registered in 2014. It is open from Monday to Friday, term time only. Sessions run from 9am to 12.30pm and 1.30pm to 3pm, with an optional lunch club from 12.30 to 1.30pm. The setting also offers an early start from 8.30am. The setting receives funding for children aged two and three years. In total, six staff work with the children, four of whom hold relevant early years qualifications. The manager has a qualification at level 3.

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reference number

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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reference number

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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reference number

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reference number

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reference number

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

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