Low Moor Pre-School

Low Moor Pre-School Low Moor Evengelical Church, Lowmoor Road, Wigton, Cumbria, CA7 8AA

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Inspection date

Previous inspection date 16 November 2016 25 November 2013

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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 are well qualified. They know how children learn and provide a wide and varied programme of activities within all age groups. They complete accurate observations and assessments which inform the planning. They follow children's interests and the next steps in their learning to help children to achieve. Children make good progress in relation to their starting points.  Staff are kind, considerate and sensitive to children's emotional needs and well-being. They know the children well. The key-person system is well embedded and effective in ensuring a smooth transition for children when settling in, moving from room to room, and when starting school.  Staff display a warm and caring attitude and act as good role models for children. Children behave well. They learn good manners and to respect and value each other. Children are praised when they do well, which contributes to building on their confidence, self-esteem and continued motivation to learn.

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This provision is good

 The manager involves the committee, staff, parents and children in the self-evaluation process to identify areas for development. Since the last inspection the pre-school has developed a well resourced and fully enclosed outdoor play area for all children to use daily and opened up a new baby room for parents.

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It is not yet outstanding because:

 Staff do not fully encourage parents to share information about their children's learning and development at home.  Staff do not always recognise opportunities that occur during some routine activities to support children's learning, skills and growing independence even further.

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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 the already good partnerships established with parents and help them share information about what their children learn at home  extend children's learning, skills and growing independence even further while making use of opportunities that arise from daily routine activities.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector had a tour of the premises.  The inspector completed a joint observation with the manager.  The inspector held a meeting with the manager. She looked at all relevant documentation, such as the policies and procedures, children's records, self-evaluation and evidence of the suitability of staff working in the setting.  The inspector spoke to a group of 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. Staff have a secure knowledge of child protection. They are fully aware of how to identify and report any concerns about a child's development or welfare. The manager reflects well on staff practice and the outcomes for children. There are effective processes in place for tracking the progress of groups of children. Staff carry out detailed risk assessments and daily safety checks to identify and minimise any risks. They maintain ratios, are well deployed and supervise children effectively, which helps to keep them safe. The manager ensures all staff are suitable to work with children. All suitability checks are completed as part of the robust recruitment and induction in place. The manager observes and supports staff well to help develop their professional practice. For example, staff recently attended training to develop their skills for looking after the babies in the new baby unit.

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Quality of teaching, learning and assessment is good

Staff provide children with a wide range of stimulating experiences. For example, babies enjoy investigating sensory materials and see their own reflections in mirrors while playing peekaboo games with staff. Young children explore a dough-like mixture with staff. They use their hands to pull it apart and watch it stretch. Staff model good descriptive language and support children's physical skills. Pre-school children enjoy group activities. They hunt for letters immersed in red jelly and match them with the alphabet cards placed on the floor. Staff skilfully introduce all areas of learning and ask purposeful questions. The well- resourced outdoor play area offers children a range of physical play opportunities. Children climb up steps to use the slide and pedal wheeled toys. They learn about sounds while using the music wall and use their imagination while playing in the mud.

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Personal development, behaviour and welfare are good

Children develop a good sense of belonging and form strong emotional attachments with the staff looking after them. On starting, staff gather information from parents to enable them to provide the right care and learning environment for children. This helps children to settle easily and feel safe and secure. Children behave well. Staff effectively support children to deal with their emotions and discuss and explain behaviour rules to them. Children enjoy nutritious snacks and packed lunch meals prepared by parents. Overall, children are helped to develop the skills they require for starting school. They get themselves ready to go outside and learn to pour their own drinks. Staff invite school teachers to visit children at the setting, who talk to them about changes, routines and the new school.

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Outcomes for children are good

Overall, children develop the skills they require for their later move on to school. They become confident and capable learners over time. For example, babies engage in sensory play and learn to feed themselves. Young children learn social skills when taking part in group activities. Pre-school children concentrate on more structured activities and learn to be good communicators.

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Setting details

Unique reference number EY253211 Local authority Cumbria Inspection number 1060915 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 4 Total number of places 33 Number of children on roll 46 Name of registered person Low Moor Pre-School Committee

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reference number

Date of previous inspection 25 November 2013 Telephone number 01697345549

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reference number

Low Moor Pre-School was registered in 2002. The setting employs seven members of childcare staff. Of these, two hold appropriate early years qualifications at level 2 and three hold appropriate early years qualifications at level 3. The manager and deputy hold early years qualification at level 4. The setting opens from Monday to Friday, all year round, except for bank holidays. Sessions are from 8am until 5.45pm. The setting 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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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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