Pine Pixies Pre-School

Pine Pixies Pre-School St Lukes Church Hall, Kirklake Road, Formby, Merseyside, L37 4DB

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Inspection date

Previous inspection date 22 June 2017 29 January 2014

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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

 The experienced managers seek the views of staff and parents regularly when evaluating the quality of the provision they offer and planning future changes.  Staff observe and assess the progress children make to help them identify what they need to learn next. This enables staff to quickly identify any gaps in children's learning and implement plans to ensure they make good progress.  Staff provide a wide range of exciting and stimulating activities based on children's interests indoors and outside. Children are encouraged to try out their ideas and manage their own risks as they play in the well-resourced garden.  Children form strong bonds with staff which helps to develop their sense of belonging. This is because staff support them well through the key-person system.  Parents speak highly of the caring staff team. They particularly value the information staff share about their child's progress. Staff offer guidance on things parents could try

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This provision is good

at home to help support their child's learning and development.

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It is not yet outstanding because:

 At times, staff do not make full use of opportunities to extend older children's counting and calculation skills further as they play.  Recently introduced arrangements to enhance the monitoring of staff, such as peer observations, are not yet developed enough to clearly identify how all staff members can raise the quality of their teaching 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

 increase daily opportunities to enhance older children's counting and calculating skills even further  build on the good systems introduced for monitoring and supporting staff to enrich practice and enhance outcomes for children.

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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 completed a joint observation with a pre-school manager.  The inspector held a meeting with the provider and pre-school managers. She looked at relevant documentation, such as the self-evaluation and evidence of the suitability of staff working in the pre-school.  The inspector spoke to staff and children throughout the inspection.  The inspector spoke to a small number of parents during the inspection and also took account of their views in written form.

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Effectiveness of the leadership and management is good

Leaders and managers meet with staff to discuss aspects of their role. They carefully plan additional training to support staff in developing their skills further. For example, recent communication training has helped staff to use a range of strategies when developing children's understanding of language and speaking skills. This has been of particular benefit to children who are learning English as an additional language. The arrangements for safeguarding are effective. All staff know who to contact should they have concerns about a child's welfare. Managers carefully monitor the progress different groups of children make. This enables them to support staff in ensuring that the needs of all children are well met. Staff work in close partnership with a range of outside agencies whenever the need arises.

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Quality of teaching, learning and assessment is good

Staff play alongside children and talk to them about what they are doing. Overall, they recognise the learning potential of children's self-chosen activities. Staff support children to develop their communication skills well. They sensitively introduce new words as children play. For example, as children play in the 'mud kitchen' outdoors staff introduce the word 'potion' to help describe the mixture they create. Children develop a wide range of large-muscle skills. Staff talk to them about how large arm movements help to develop the muscles they will need to write. Staff closely monitor how children prefer to learn and use this information to inform their planning.

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Personal development, behaviour and welfare are good

Staff are enthusiastic and motivate children in their play. They are always on hand to provide gentle reassurance and praise whenever needed. Children are effectively supported to develop their independence skills. For example, improved procedures for toileting help children to become more independent in their care needs. Staff are good role models. Children are aware of staff expectations and behave well. Staff teach children about the importance of a healthy lifestyle. They know to wash their hands before enjoying the range of healthy snacks available. Staff support children to recognise and respect the differences between themselves and others in the local community.

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Outcomes for children are good

Children make good progress from the time they start at pre-school. They play very well together, negotiating, sharing and taking turns. Children enjoy solving simple problems and use what they already know in a variety of new situations. They respond positively when staff ask questions and challenge them in their learning and work together to try out their ideas. Children are well prepared for the next stage in their learning, including their eventual move on to school.

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Setting details

Unique reference number EY233820 Local authority Sefton Inspection number 1087879 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 32 Number of children on roll 46 Name of registered person Catherine Mary Regan

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reference number

Date of previous inspection 29 January 2014 Telephone number 01704 571 920

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reference number

Pine Pixies Pre-School registered in 2002. The pre-school employs 10 members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3. The pre-school opens Monday to Friday, term time only. Sessions are from 9.15am to 2.45pm, closing at 1pm on a Friday. The pre-school provides funded early education for two-, three- and four-year-old children. It supports children who are learning English as an additional language.

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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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