Rixton-With-Glazebrook Pre-School

Rixton-With-Glazebrook Pre-School St Helen’s CE Primary School, Birch Road, Hollins Green, Warrington, WA3 6JS

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Inspection date

Previous inspection date 14 September 2017 Not applicable

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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

 Since registration and the move into the host school, the provision for children has continually improved. The manager is well motivated. She links closely with other settings and local advisers to robustly monitor the quality of the provision.  Partnership working with the host school is impressive. It makes a significant difference to the development of the skills and emotional security that children need in readiness to continue their learning in Reception class.  Teaching is good. Staff observe and assess children's needs continuously. They encourage and build children's confidence to help them become independent learners.  Staff work collaboratively with other professionals to understand and plan how to best meet children's needs, particularly when they need additional support.  Staff take time to establish strong bonds with children. They provide sensitive support for children's emotional well-being. Children settle quickly and they are safe and happy.

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It is not yet outstanding because:

 Staff do not consistently make the very best use of the learning environment, particularly outside, to support children's different learning styles and preferences in the best possible way.  Current arrangements for establishing children's starting points do not make excellent use of parent's knowledge of what children can already do, to help staff to plan precisely targeted opportunities for learning, right from the start.

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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

 reflect on and enhance the way that the learning environment is used, particularly outside, to help support different learning styles and preferences in the best ways possible  make better use of what parents know about what their children can already do, to help staff to plan precisely for each child's learning, right from the start.

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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 two joint observations with the manager.  The inspector held a meeting with the manager and the chair of the committee. She looked at relevant documentation, such as the pre-school's self-evaluation and evidence of the suitability of staff working in the pre-school.  The inspector spoke with the headteacher of the host school.  The inspector spoke with children and a small number of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The manager carefully considers risks and ensures children are well supervised. She confidently follows procedures, including making referrals. She works closely with parents and other professionals to share relevant information. This helps staff to keep children safe and identify how best to support children who need it most. Additional funding available to support disadvantaged children is prioritised well. Monitoring arrangements, including staff supervision and a regular analysis of all children's levels of achievement, help the manager to effectively consider further ways to support children's learning. For example, after identifying that attainment in mathematics could be higher, immediate steps were taken to enhance teaching in this area. The manager also uses her strong links with the school Reception teacher to evaluate school readiness and plan how to improve children's outcomes even further.

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Quality of teaching, learning and assessment is good

Staff know their key children well. Once children settle, staff make regular checks on children's progress to help them plan how to support their individual learning needs. High priority is given to teaching all children to develop their listening and speaking skills, their social skills and their interest in mathematics. Staff use their skills and experience to very good effect. They engage children well and enhance the possibilities for learning as they skilfully shape children's self-chosen play. For example, they model mathematical language as children play with dough. They support them to use cutters to make different shapes and to make long and short worms. They add commentary and ask effective questions that help children to think and extend their ideas.

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Personal development, behaviour and welfare are good

The consistent, nurturing staff help children begin to form secure attachments right from the start. These strong relationships help children to feel safe so they can take risks and try new things. Highly positive interactions ensure that children are happy to attend and are very motivated to play and explore the interesting resources, particularly inside. Staff successfully organise snack times as a way to help children to develop coordination and independence. This is further enhanced when children stay for a school lunch. Staff successfully support children to manage the self-service routines in the school dining hall. They provide some excellent opportunities for children to experience school activities and support their readiness for school when the time comes.

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Outcomes for children are good

Children thrive in the pre-school and make good progress. They are keen learners and communicate confidently with adults and their peers. Through effective partnership working, children who need extra support make some great strides in their achievements. Children often make the most progress in their personal, social and emotional development and in communication and language development. The high priority given to promoting the attitudes and skills children need in readiness for school gives them a very strong foundation for their future learning.

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Setting details

Unique reference number EY491081 Local authority Warrington Inspection number 1025112 Type of provision Full-time 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 60 Number of children on roll 25 Name of registered person Rixton-with-Glazebrook Pre-School Committee

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reference number

Date of previous inspection Not applicable Telephone number 07815561372

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reference number

Rixton-With-Glazebrook-Pre-School registered in 2015. The pre-school employs seven 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 Monday to Friday, term time only. Sessions are from 9.05am until 3.05pm.

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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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