Mrs Roy's Pre-School

Mrs Roy's Pre-School Hoole Community Centre, Westminster Road, Hoole, Chester, Cheshire, CH2 3AU

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Inspection date

Previous inspection date 31 January 2017 4 April 2014

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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3

Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Leaders and staff do not monitor the progress of different groups of children, such as funded two-year-olds or children who speak English as an additional language. Consequently, any gaps in their learning are not promptly identified.  Leaders do not effectively evaluate their practice. They have ideas to improve and move forward, but these ideas have yet to be implemented.  There is insufficient monitoring of individual staff performance. As a result, weaknesses in staff practices are not identified and training and development needs are not prioritised to aid staff in developing their performance.  There are limited opportunities for children to develop their reading and writing skills. As a result, children's literacy skills are not fully promoted.

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It has the following strengths

 Staff are skilled at promoting children's communication skills through spontaneous conversations, rhymes and songs.  Staff work in partnership with parents and, support children’s emotional well-being. Parents receive regular feedback on their children’s progress and parents are very complimentary about the care provided.  Children show high levels of concentration and become engrossed in the activities available. They choose what they want to do which helps them to quickly develop into independent learners.  Staff are good role models for children, they provide clear and consistent boundaries to help children to develop their understanding of right and wrong. Children's behaviour is good.

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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

 improve leadership and management by putting effective arrangements in place to monitor, train and support staff 02/05/2017

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Due Date

 ensure leaders use robust systems for self-evaluation and identify and make improvements to weaknesses in practice. 02/05/2017

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Due Date

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

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Due Date

 increase opportunities for children to develop their reading and writing skills  build on the current observation and assessment procedures, for example, by analysing the progress and attainment made by different groups of children, in order to assess if any group of children is not making expected progress.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and she assessed the impact this has on children’s learning.  The inspector took account of the views of parents spoken to on the day of the inspection.  The inspector held discussions with staff and children at appropriate times during the inspection.  The inspector sampled relevant documentation, such as policies, procedures and children's development records and assessments.  The inspector discussed the self-evaluation of the setting with leaders.

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Effectiveness of the leadership and management requires improvement

A significant number of children who attend the pre-school speak English as an additional language. These children are making appropriate progress. However, leaders do not monitor the progress of different groups of children to identify whether targeted supported is needed. In addition, leaders do not effectively evaluate their practice, in order to identify where improvements are needed. Leaders have recently sought assistance from the local authority to help improve their safeguarding knowledge and procedures. All staff working with children have the necessary checks to do so and they all have a clear understanding of safeguarding procedures. Furthermore, all the required documentation, including consent to administer medication is in place. Safeguarding is effective.

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Quality of teaching, learning and assessment requires improvement

When children start to attend the pre-school, information is gathered from parents on what children can do and their likes and dislikes. Staff use this information to plan suitable activities, in order for children to make steady progress in their learning and development. Staff know children well and make regular assessments of their learning. However, the performance of staff is not monitored effectively by leaders, in order to promote their professional development and identify any weaknesses in practice. Staff are skilled at using a variety of songs and rhymes to promote children's communication skills. Children communicate well and are enthusiastic learners. However, other literacy skills are not promoted well, as there are few suitable resources to promote the recognition of letters and words.

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Personal development, behaviour and welfare are good

Children receive regular praise and encouragement from staff, which helps them to feel good about themselves. Children are well behaved. They negotiate with each other well and take turns in activities and share resources. For example, when children wish to play with the same toy animals, other children find additional animals for them to play with. Leaders and staff work closely with parents to encourage children to try new foods and enjoy a healthy, balanced diet. Parents talk positively about the staff and the relationships they have with children, saying that the pre-school exceeds expectations. Children have regular access to fresh air and exercise and staff engage them in a variety of fun, active games. Children enjoy taking turns in pretending to be zoo animals and chasing each other around the playground.

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Outcomes for children require improvement

Children make steady progress in relation to their starting points, in most areas of learning. Progress checks for two-year-olds are undertaken and shared with parents. Children are eager, independent learners and have good social and self-help skills. Children are acquiring most of the key skills to prepare them for school.

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Setting details

Unique reference number EY282925 Local authority Cheshire West and Chester Inspection number 1083754 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 0 - 5 Total number of places 47 Number of children on roll 32 Name of registered person Jacqueline Rainsforth and Louise Maddocks Partnership

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reference number

Date of previous inspection 4 April 2014 Telephone number 07922 137 207

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reference number

Mrs Roy's Nursery has been established for more than 50 years. It is privately owned and operates from two main playrooms in Hoole Community Centre in Hoole, Chester. The nursery is open term time only, on weekdays, from 9am to 3pm. The nursery provides funded early education for two-, three- and four-year-olds. There are seven members of staff, five of whom hold appropriate early years qualifications at level 3 and two at level 2.

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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

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

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