Appleton Thorn Pre- School

Appleton Thorn Pre- School Appleton Thorn Village Hall, Stretton Road, Warrington, WA4 4RT

p.1

Inspection date

Previous inspection date 25 January 2017 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Staff have a good understanding of how children learn and they know children very well. They provide a broad range of activities and experiences, which supports children to make good progress across all areas of learning.  The manager demonstrates a strong commitment to raising the existing good standards of care and learning for children. She is fully aware of the improvements that she needs to make and regularly seek the views of parents to inform continuous improvements.  Staff understand their responsibilities to work in close partnership with other professionals and outside agencies. This contributes to an inclusive approach to supporting children who have special educational needs or disabilities.  Parents speak very highly of the pre-school and say that they would definitely recommend it to others. They have formed close bonds with their child's key person. Parents are informed regularly about their children's achievements and progress. This

p.1

This provision is good

helps to promote a shared approach to children's care and learning.

p.1

It is not yet outstanding because:

 Although staff seek information from parents about children's individual care needs when they first attend the setting, they are less successful in obtaining detailed information about what children can already do on entry.  The programme of professional development is not yet sharply focused and targeted to provide opportunities for staff to improve their practice and knowledge to an even higher level.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 seek more-detailed information from parents from the start, about what children can already do on entry  provide more opportunities for staff to improve their practice and knowledge in order to take teaching to the highest level.

p.2

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 spoke with staff and children during the inspection.  The inspector completed a joint observation with the pre-school manager.  The inspector held a meeting with the pre-school manager and the nominated person. She looked at relevant documentation and evidence of the suitability of staff working in the pre-school.  The inspector spoke to a number of parents during the inspection and took account of their views.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The manager and staff fully understand their safeguarding responsibilities. They have a good knowledge of the procedures to follow if they have concerns about a child's welfare. In addition, they are aware of the wider aspects of safeguarding practices that may have an impact on children's safety. The manager has effective assessment procedures in place and tracks children's progress effectively. For example, through her tracking she identified that some children were not achieving well in mathematics. She has, therefore, improved the range of mathematical resources to help those children make significant progress in this area of learning. Staff have regular supervision meetings with the manager and attend regular team meetings. This helps to ensure that staff continue to understand their roles and responsibilities.

p.3

Quality of teaching, learning and assessment is good

Staff are well qualified and the quality of teaching is good. Children's communication and language skills are developing well. Group time sessions are interactive and engage children's attention. For example, children sit and listen as a parent talks to children about her role as a nurse. They respond to questions and talk enthusiastically to others. Children have opportunities to further extend their learning as they engage in imaginative play. They dress up as doctors and nurses and use the doctor's kit to care for those who are sick. Staff regularly observe children as they play and interact with others. They use the information to identify the next steps in their learning. Activities are effectively planned according to these next steps, which helps to support children's good progress.

p.3

Personal development, behaviour and welfare are good

Children's personal, social and emotional development are supported well and they demonstrate that they feel safe and secure. Children benefit from a key-person system that is well embedded. Staff know children extremely well and are well deployed in the environment and on outings. Staff organise the environment particularly well to help children to be as independent as possible in leading their own play and learning. Staff teach children about the importance of a healthy lifestyle and promote good hygiene practices. Children have daily opportunities to play outdoors. They make good use of bicycles and cars, which help to develop their physical skills. There are strong links with the local community. Children make the most of attending events in the community. This helps children to build on their understanding of their local community in which they feel a part of and feel truly valued.

p.3

Outcomes for children are good

Children are making good progress in their learning. They are acquiring the skills, knowledge and attitudes to learning that prepare them well for starting school. This includes children who benefit from additional funding and those who have special educational needs or disabilities. Children are confident, happy and they behave very well. Children independently make their own choices from the resources around them, they join in with others and are learning how to share appropriately. Strong links with the local school help to prepare children emotionally for starting school.

p.3

Setting details

Unique reference number EY486920 Local authority Warrington Inspection number 1011757 Type of provision Sessional 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 24 Number of children on roll 23 Name of registered person Appleton Thorn Pre-School

p.4

reference number

Date of previous inspection Not applicable Telephone number 07938 511441

p.4

reference number

Appleton Thorn Pre-School was registered in 2015. The pre-school employs four members of childcare staff. Of these, three hold appropriate early years qualifications at level 3 and the manager holds qualified teacher status. The pre-school opens from Monday to Friday, term time only. Sessions are from 9am to 3pm. The pre-school provides funded early education for two-, three- and four-year-old children. It supports children who have special educational needs or disabilities.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

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

p.5