Sunflowers Under Fives

Sunflowers Under Fives Tytherington Family Worship, Tytherington Church, Sandwich Drive, Macclesfield, Cheshire, SK10 2UD

p.1

Inspection date

Previous inspection date 17 March 2017 14 February 2013

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

 The quality of teaching is strong. Interactions between the staff and children are used effectively to support all aspects of children's development. Staff challenge children's thinking through a good range of questioning.  Children are fully engaged as they play and explore the stimulating, well-resourced learning areas. They lead their own play and demonstrate a positive attitude towards their learning. Children are eager to learn and are highly motivated.  Partnerships with parents are good. Parents are kept well informed about their child's learning and achievements while at the pre-school. Staff gather information from parents on entry to the pre-school to ensure that starting point assessments are accurate and reflect children's skills and abilities.  An effective key-person system ensures that children form close relationships with the staff. Staff are responsive to children's needs. They place an emphasis on developing

p.1

This provision is good

children's emotional well-being. They give lots of praise to children during activities, supporting their good self-esteem.

p.1

It is not yet outstanding because:

 Although staff regularly monitor individual children's progress to help them to quickly identify gaps in learning and development, monitoring for groups of children is not yet robust enough.  The system for monitoring staff performance is not yet effective enough to raise the quality of teaching 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

 extend further the tracking and monitoring of children's progress to include groups of children so that any gaps in learning are identified quickly and appropriate interventions sought  reflect upon the existing system for the monitoring of staff performance, considering alternative strategies to strengthen and improve on the good practice and raise the quality of teaching to a higher level.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector held a meeting with the pre-school managers. She looked at relevant documentation, such as the children's developmental records, planning and evidence of the suitability of staff working in the pre-school.  The inspector completed a joint observation with the pre-school manager.  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

Safeguarding is effective. Staff have a clear understanding of their role to protect children from harm. They can identify the possible indicators of abuse and are fully aware of what to do should they have any concerns about children's welfare. Risk assessments are completed and contribute towards keeping children safe. A good range of policies and procedures are in place to support staff's practice. Policies are well organised, reviewed regularly and updated to ensure that they are in line with current legislation and guidelines. Managers have a strong drive to improve. Action plans are used effectively to support future improvements to the pre-school.

p.3

Quality of teaching, learning and assessment is good

Staff make regular observations of children and accurately assess their individual progress. Key persons identify next steps for children's learning and share them with other staff and with parents. This means that everyone works together to promote children's learning and development. Children confidently choose from the range of activities on offer. Staff deploy themselves effectively to monitor children's play and offer support when needed. For example, as a group of children use sieves in the sand tray, staff are on hand to question them about what else they might use a sieve for. This encourages the children to reflect upon and share learning experiences from home. Staff support children's mathematical language and skills. For example, staff engage children in discussions about height and question the children about who is the tallest in the group. Staff promote children's early literacy skills and introduce children to the sounds that letters make. This

p.3

Quality of teaching, learning and assessment is good

helps to promote children's readiness for school.

p.3

Personal development, behaviour and welfare are good

Staff support children to form good relationships with their friends. Staff challenge children to be independent learners and praise them for their efforts. Staff are good at promoting children's independence and self-care skills during all daily routines. For example, during role play children are encouraged to dress themselves and put on their shoes. Staff talk them through the process ensuring they are developing the necessary skills to support the next stage in their learning. Children are provided with healthy snacks and drinks and have a good understanding of which foods promote their health and growth. Effective partnerships with local schools and other agencies provide consistency in children's care, learning and development to support improved outcomes.

p.3

Outcomes for children are good

Children make good progress in their learning from their starting points, including those in receipt of additional funding. All children acquire the skills, knowledge and attitudes to learning that prepare them well for starting school. Children can sit for increasing periods in adult-led groups. Children are enthusiastic and motivated learners who are keen to explore and try new activities. Children are independent and manage their personal hygiene needs consistently well for their age. They are well behaved and are clear about the expectations of the pre-school. Children are confident in their environment and demonstrate high levels of independence.

p.3

Setting details

Unique reference number 305348 Local authority Cheshire East Inspection number 1063938 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 7 Name of registered person E.A Harrington and P.D Johnston Partnership

p.4

reference number

Date of previous inspection 14 February 2013 Telephone number 07904666910

p.4

reference number

Sunflowers Under Fives was registered in 1995. The pre-school employs two members of childcare staff. Of these, both hold appropriate early years qualifications at level 3 and a Foundation Degree in Early Years Practice. The pre-school opens Monday, Tuesday and Thursday from 9am until 3pm and Friday 9am until midday, term time only. The pre- school provides funded early education for two-, three- and four-year-old children.

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