Scallywags Pre-School

Scallywags Pre-School St. Lukes Parish Hall, 43 Derby Road, SALFORD, M6 5YD

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Inspection date

Previous inspection date 29 September 2016 4 November 2015

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This inspection: Good 2

Previous inspection: Requires Improvement

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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

 The manager and staff team have worked hard to address the recommendations for improvement from the previous inspection. For example, parents are encouraged to share information about their child's learning and development when they first start at the setting. This helps staff to identify what children need to learn next and is the focus for planned activities.  The quality of teaching is good overall. Staff engage the children in play and support their investigations well. For example, while creating 'islands' in a large tray of flour, staff extend the children's creativity further by introducing ideas about pirates and treasure.  All children are supported to make good progress from their starting points in learning. Most children are working comfortably within expectations for their age.  The manager and staff team have developed effective partnerships with other professionals. For example, they work closely with a local authority advisor to target

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This provision is good

improvements needed. They use the support of speech and language therapists to plan interventions for individual children when needed.  Parents are happy with the quality of care and teaching provided. They compliment the staffs' excellent communication skills and how they support children's care needs.

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It is not yet outstanding because:

 Systems to monitor staff practice are not yet fully effective in raising the quality of teaching to the highest standard overall.  The manager is not yet effectively monitoring the progress of different 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

 refine systems to monitor staff practice and ensure teaching is of a consistently high standard overall  improve how the progress made by different groups of children is monitored so that any differences in attainment are addressed more quickly.

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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 manager.  The inspector held a meeting with the manager. She looked at relevant documentation, such as staff training and supervision records, children's assessment files and planning.  The inspector spoke to some parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The staff show knowledge of child protection issues. They have a good understanding of what action to take if concerned about the welfare of a child in their care. Policies and procedures are followed carefully by staff. For example, biting incidents are clearly recorded to show how they have been handled appropriately. This includes documenting staffing levels and deployment, accident forms and records of parents spoken to, along with any further actions taken to resolve the issue. The manager uses the views of staff and parents to reflect on the effectiveness of the setting. She completes a scrapbook to capture the changes that have been made and evaluates the impact these have on children's learning and staff practice. The majority of staff have appropriate qualifications and access some professional development opportunities to improve their knowledge.

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Quality of teaching, learning and assessment is good

Staff regularly monitor the individual progress that children are making and use this to identify what they need to learn next. Children who require additional support also have a 'play plan' devised. This targets a specific need, such as speech and language, and staff observe the children's progress through focused activities. There is a range of opportunities to engage boys' interests, for example, racing cars down ramps, digging for worms or making marks in the sand with vehicles. Staff read stories enthusiastically, encouraging children to say the words while copying actions. This helps to support their listening and communication skills well. Parents are kept well informed about their children's progress. They have daily discussions with staff and regular opportunities to share a written summary about their child's development.

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Personal development, behaviour and welfare are good

Staffs' relationships with the children are caring and kind. This helps to support children's emotional well-being and they settle quickly in the setting. Staff are good role models and support the children to behave well. For example, staff ring a bell to encourage children to listen and to help to tidy away the toys together. Positive behaviour is celebrated on the helping hands tree and through certificates. Staff help to foster children's growing independence skills. For example, children choose their own snack when hungry and peel their own fruit. The environment is welcoming and stimulating. Children enjoy making marks on the floor outdoors and carefully balance across the wobbly bridge. They ride bikes and practise their climbing skills. This effectively promotes their physical well-being.

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Outcomes for children are good

Children are confident and interested learners. They show good concentration during activities and use their imagination and thinking skills eagerly. They develop positive relationships and good social skills, such as waiting their turn and sharing with others. Children learn how to listen well to others and communicate clearly so they can be understood. They are supported to develop key skills for their future, such as literacy and mathematics. For example, they count how many toy fishes they have caught in the water tray as they sing songs together. This helps to prepare children in readiness for school.

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Setting details

Unique reference number EY417174 Local authority Salford Inspection number 1032376 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 30 Number of children on roll 22 Name of registered person Kerrie Louise Sollinger

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reference number

Date of previous inspection 4 November 2015 Telephone number 07792890366

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reference number

Scallywags Pre-School was registered in 2010. The pre-school employs seven members of childcare staff. Of these, six hold appropriate early years qualifications at levels 2, 3 and 5. The pre-school is open on Monday to Friday from 9.15am until 2.15pm and during term time only. The pre-school provides funded early education for two-, three- and four-year- old children.

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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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