St Andrew's Community Pre-school and Playgroup

St Andrew's Community Pre-school and Playgroup Dingle Lane, Winsford, Cheshire, CW7 1AA

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Inspection date

Previous inspection date 11 May 2017 5 May 2016

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This inspection: Inadequate 4

Previous inspection: Requires Improvement

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This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Inadequate 4

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This inspection: Inadequate 4

Personal development, behaviour and welfare Inadequate 4

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This provision is inadequate

 Ofsted has not been informed of changes to the committee. As a result, checks have not been completed on committee members to ensure their suitability.  Arrangements for supervision are not rigorous enough to assess staff performance. Staff are not supported in developing the skills they need to promote children’s learning.  The setting does not ensure that children are provided with nutritious and healthy lunches. As a result, children do not learn about healthy options.  On occasions, some staff speak to children in a manner that they do not have the maturity to understand. Some staff also use inappropriate methods to prevent unwanted behaviour.  Children do not have access to outdoor play on a daily basis, which hinders their opportunities to benefit from fresh air and exercise.  Assessments of children's progress are not used effectively to plan precisely for children's next steps in learning, and to ensure that children are consistently

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This provision is inadequate

challenged. Consequently, children do not make the progress of which they are capable.

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It has the following strengths

 Parents are very complimentary about the staff, how friendly they are and how their children enjoy attending the setting.

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What the setting needs to do to improve further

The provision is inadequate and Ofsted intends to take enforcement action

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What the setting needs to do to improve further

We will issue a Welfare Requirements Notice requiring the provider to:

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Due Date

 ensure the professional development needs of staff are identified and met through ongoing support and training, so that the quality of teaching and learning is improved 26/06/2017

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Due Date

 make sure that children are provided with healthy, balanced and nutritious meals 26/06/2017

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Due Date

 promote children’s good behaviour by supporting staff in developing their behaviour management strategies 26/06/2017

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Due Date

 ensure that arrangements for outdoor play are improved and suitable outdoor activities are planned and undertaken on a daily basis. 26/06/2017

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Due Date

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 use the information gained from observations of children, to accurately identify their next steps in learning and to plan effectively for their individual learning needs 26/06/2017

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Due Date

 ensure what is taught and provided is challenging for all children. 26/06/2017

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Inspection activities

 The inspector assessed the quality of teaching and 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 carried out a joint observation with the setting manager.  The inspector sampled relevant documentation, such as policies, procedures and children's development records and assessments.  The inspector held discussions with the manager, the chair and the treasurer of the committee about how the setting self-evaluates their practice.

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Effectiveness of the leadership and management is inadequate

Since the previous inspection, there have been a number of changes to the committee. Details of the new members of the committee have not been notified to Ofsted, which is a requirement of their registration. Consequently, Ofsted has been unable to carry out checks on new committee members, which means their suitability cannot be verified. There have also been changes in management and although a new manager has recently been recruited, she is not yet in post. These changes have resulted in a significant decline in some areas, which as a detrimental impact on outcomes for children. Leaders have not been vigilant enough in identifying and addressing areas of greatest need and they have failed to identify emerging weaknesses. Although most staff are qualified, the quality of teaching is poor. This weakness has a significant impact on children’s learning and development. Supervisions and appraisals have not taken place for a considerable amount

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Effectiveness of the leadership and management is inadequate

of time. Some staff display a poor understanding of children's level of understanding and use inappropriate behaviour sanctions. These sanctions are confusing for children. Leaders have not addressed weaknesses in staff practice and they have not taken steps to support staff, to help them improve their performance. Staff understand their responsibility in keeping children safe and they are aware of the procedures for reporting any child protection concerns. Consequently, safeguarding is effective.

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Quality of teaching, learning and assessment is inadequate

Some staff lack confidence in planning activities that meet children’s individual learning needs. For example, at times, staff bombard children with questions and as a consequence, children do not have sufficient time to think of the answers. Children’s level of engagement is poor, which results in them becoming bored and losing interest. Children move freely around the environment and make choices in their play. Older children play together and use their imagination well. For example, they enjoy dressing up and pretending to be police officers and fire fighters. Although staff know children's personalities well they do not recognise what children are capable of and do not consistently challenge children. For example, when using cards and figures to encourage counting, children count far beyond what the resources allow, yet staff fail to acknowledge children’s capabilities. As a result, children's achievements do not get the recognition they

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Quality of teaching, learning and assessment is inadequate

deserve and at times, learning is incidental. Assessments are not used well enough to monitor the progress children are making. For example, children’s development records indicate that they are developing appropriately for their ages. However, the activities planned are aimed at a level lower than what they have already achieved. As a result, children are not challenged to achieve and develop to their full potential, and any emerging gaps in children’s development are not identified.

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Personal development, behaviour and welfare are inadequate

The setting has failed to work in partnership with parents to encourage healthy choices in packed lunches. As a result, children are not developing a good understanding of healthy options. The environment is maintained to a suitable standard of cleanliness and there are an appropriate range of resources for the ages of children attending. Children self-select toys and activities, and most children enjoy their time in the setting. However, children do not have daily access to outside play. When outside play is arranged activities are planned with little purpose and do not sustain children’s interests or build on what they know and can do. For example, staff take children on a walk to a tree, hold their hands and sing while walking around the tree. Children follow the lead of staff, however, they are easily distracted and gain little benefit from the activity. The settling-in procedures for toddlers

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Personal development, behaviour and welfare are inadequate

coming into the setting work very well. Staff work in partnership with parents to ensure smooth transitions. As a result, toddlers feel safe and secure.

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Outcomes for children are inadequate

In general, staff are kind and nurturing in their approach. They talk to children about what is right and wrong and praise positive behaviour, which boosts children's self-esteem. However, leaders have failed to identify gaps in children’s learning and development, and they do not use assessments to plan a suitable range of activities to help children progress and prepare them for the next stage in their education. Consequently, outcomes for children are inadequate.

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Setting details

Unique reference number 305314 Local authority Cheshire West and Chester Inspection number 1095638 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 - 5 Total number of places 24 Number of children on roll 25 Name of registered person St Andrews Community Playgroup Committee

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reference number

Date of previous inspection 5 May 2016 Telephone number 01606 556 540

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reference number

St Andrew's Community Pre-school and Playgroup is a committee run setting and was registered in 1987. The pre-school employs six members of childcare staff. Of these, four hold appropriate early years qualifications. The pre-school opens during term time only. Sessions are from 8.45am until 3.30pm on Tuesday, Wednesday and Thursday and from 8.45am until 11.45am on Friday. 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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reference number

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reference number

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reference number

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