Shawe Hall Pre-School Playgroup

Shawe Hall Pre-School Playgroup Shawe Hall Community Centre, Church road, Urmston, Manchester, M41 6HJ

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Inspection date

Previous inspection date 6 October 2017 12 June 2015

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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 provider, who is also the manager, is well qualified and experienced. She uses her knowledge to provide a stimulating learning environment that captures children's interests. Development plans demonstrate a desire to drive forward improvement.  Staff make assessments of children's learning and plan experiences to help them make good progress in all areas of their development. Children make independent choices about their play as they move freely between the indoor and outdoor provision.  Children are happy and settled. They share warm, supportive relationships with staff, who are kind and caring. These help to support children's emotional security. Admission procedures are tailored well to meet the individual needs of children.  Staff share information with parents and other professionals to help support children's care and their individual development.  Children's independence and their self-care skills are well supported. Staff encourage

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This provision is good

children to have a go and persist. Children are motivated and enjoy achieving.

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It is not yet outstanding because:

 Observations of staff practice are not fully utilised to inform a programme of targeted training to help improve individual teaching skills to maximum effect.  Staff do not gather detailed information from parents about what a child can already do to help inform the planning of developmentally appropriate activities at the start of the placement.

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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

 strengthen staff supervision arrangements to inform a programme of targeted training to improve individual effectiveness and enhance the quality of teaching to a higher level  gather more detailed information from parents about what children can already do at the start of the placement to support planning of developmentally appropriate activities.

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Inspection activities

 The inspector observed the quality of teaching and assessed the impact this has on children's learning. A joint observation was carried out with the provider.  The inspector had a tour of the premises and held a meeting with the provider.  The inspector looked at a selection of documentation including children's learning records, planning, development plans and staff training records.  The inspector considered evidence of suitability checks for all staff working in the playgroup.  The inspector held discussions with staff and children throughout the inspection. She spoke to a number of parents and took account of their views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Staff know the correct procedures to follow in the event of a concern regarding children's welfare. They are well deployed to follow children's interests and support their safety. Effective risk assessments help to maintain a safe environment. The provider monitors the progress of different groups of children and provides targeted support to narrow gaps in their individual development. She recognises the needs of children and their families and tailors support accordingly. For example, the provider has supported children on visits to their new school to help provide continuity. The provider leads by example as she works alongside staff. She models her skills to help enhance staff development and to support children's learning. Parents' comments are very positive regarding the quality of the provision.

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Quality of teaching, learning and assessment is good

Staff ask questions and model new words as they play alongside children. This helps to support children's vocabulary and language development. For example, staff use words, such as 'gritty' to help describe texture as children excitedly investigate a range of sensory materials. Children use their imaginations and make links to their home learning experiences as they play in the pretend kitchen area. They sing familiar rhymes and are encouraged to find their own name, which helps to foster their literacy skills. Staff encourage children to count and use language to describe shape and size. This contributes to supporting their mathematical development. Children make marks in a range of materials. For example, they use their fingers and different tools to make vertical lines and circular patterns in foam. This helps support their emerging writing skills.

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Personal development, behaviour and welfare are good

Staff are positive role models and encourage children to be kind and respectful to each other. They model good manners and foster children's social skills by promoting turn taking and sharing of resources. Children play cooperatively and are well behaved. They listen to staff and follow simple instructions. Children are learning to take appropriate risk in their play. For example, they use plastic knives to chop up bananas at snack time and enjoy the challenge of spreading butter on bread. Staff encourage children to eat healthily and provide daily exercise in the fresh air. For example, children concentrate as they carefully walk along a low-level beam. They climb and ride tricycles with confidence. This helps to support their physical development and their well-being.

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Outcomes for children are good

All children, including those whose development is below expected levels when they start to attend, make good progress in their learning. Children are inquisitive and curious. They are gaining confidence in group learning and in their own abilities. Children are learning to manipulate tools for a purpose. They are developing resilience and problem-solving skills. For example, children keep trying as they attempt to fasten their coats. They are gaining skills that will help them in the next stage of their learning.

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Setting details

Unique reference number 318702 Local authority Trafford Inspection number 1090885 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 - 3 Total number of places 30 Number of children on roll 26 Name of registered person Gemma Piggott

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reference number

Date of previous inspection 12 June 2015 Telephone number 0161 748 0539

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reference number

Shawe Hall Pre-School Playgroup registered in 1997. The playgroup employs six members of staff. Of these, three hold appropriate qualifications at level 3 and the manager holds an appropriate early years qualification at level 6. The playgroup is open from 9.30am until 1.30pm on Monday, Tuesday and Friday and 9.30am until 4.00pm on Thursday. It operates term time only and 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

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

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