Chelford Village Pre-School

Chelford Village Pre- School Chelford C of E Primary School, Oak Road, Chelford, MACCLESFIELD, Cheshire, SK11 9AY

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Inspection date

Previous inspection date 28 February 2018 4 May 2017

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This inspection: Good 2

Previous inspection: Requires Improvement

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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

 Managers, practitioners and members of the parent committee work hard to ensure that the pre-school delivers a good service for children and families. Leaders have taken effective steps to improve the pre-school since the last inspection. Members of the management committee are appropriately vetted before they take up their role.  Children arrive at playgroup happy and ready to play. Practitioners are welcoming and attentive and children demonstrate that they feel secure. Children make good progress and their well-being is promoted effectively.  Partnerships with other professionals are a particular strength of the pre-school. Practitioners take close account of advice and training from specialist professionals when they plan the programme of activities for children who have special educational needs and/or disabilities.  Parents say they feel well informed about children's progress. They praise the support

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This provision is good

and encouragement that practitioners give children who are getting ready to start school. This helps to promote continuity in children's learning and development.

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It is not yet outstanding because:

 Although managers regularly monitor the performance of practitioners, they do not focus sharply enough on raising the quality of teaching to exceptional levels.  On occasion, adult-led activities do not challenge children to the highest level.

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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 the monitoring of the performance of practitioners and focus more sharply on helping them to raise the quality of teaching to the highest level  improve the planning for adult-led activities so that children are deeply involved in learning that challenges them and promotes their swiftest progress.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors. She assessed the impact this has on children's learning.  The inspector spoke with practitioners and children during the inspection.  The inspector completed a joint observation with the pre-school manager.  The inspector held a meeting with the manager and the deputy manager. She looked at relevant documentation and evidence of the suitability of practitioners working in the pre-school.  The inspector spoke to parents and took account of their views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Practitioners know what to do if they consider that a child may be at risk of abuse or neglect. Managers follow safe recruitment procedures. Practitioners demonstrate a good understanding of how children learn and this helps them to implement what they learn through training effectively. For example, practitioners research the most recent information about children's nutritional needs and plan activities that help children to learn to make healthy choices in their diet. Managers identify and minimise hazards to children's safety. For example, when they visit the nearby park they carefully check the area for broken glass before allowing children to play.

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Quality of teaching, learning and assessment is good

Practitioners observe children's learning and accurately assess their progress. They provide activities that engage children's interest. For example, children eagerly join a practitioner when she starts to read a familiar story. They remember and predict what will happen next and demonstrate their happy excitement when the bears find a girl and chase her. This helps to promote children's early literacy really well. Practitioners design and make resources that enrich children's learning. For example, practitioners skilfully design a book about a duck that hides on and under everyday items. Children learn the meaning of 'on' and 'under' when they take turns to hide and look for the duck.

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Personal development, behaviour and welfare are good

The key-person system is effective and practitioners know children well. Practitioners are positive role models and children learn to respect and be kind to other people. For example, they share toys and play together well. Children move freely between activities indoors and outdoors. They learn that they need to wear different clothes to match different weather and this helps children to understand the world. Children follow daily routines that help to promote their confidence and independence. For example, at snack time they collect a plate and select the fresh fruit they want to eat. Practitioners carefully follow robust policies and procedures and this helps to promote children's welfare.

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Outcomes for children are good

Children are eager learners who acquire the skills and knowledge that prepare them well to start school. Children whose starting points are below those of children of the same age make good progress and gaps in attainment close steadily. Older children link sounds with written letters and know that printed words carry meaning. Children follow familiar routines and instructions. For example, they help to tidy the toys when they hear the 'tidy- up music'. Children enjoy books and can answer questions about the characters and events in familiar stories. Children develop independence in using the toilet. They know they must wash their hands before they eat.

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Setting details

Unique reference number EY398808 Local authority Cheshire East Inspection number 1099383 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 18 Number of children on roll 26 Name of registered person Chelford Village Pre-School Committee

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reference number

Date of previous inspection 4 May 2017 Telephone number 01625 860823

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reference number

Chelford Village Pre-School registered in 2009. The pre-school employs six members of childcare staff. Of these, two hold early years qualifications at level 3 and one member of staff holds a qualification at level 2. A further member of staff holds qualified teacher status. The pre-school opens from Monday to Friday all year round. Sessions are from 9.15am until 3.15pm. 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

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

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