Windmill Pre-School Lytham

Windmill Pre-School Lytham Lytham C of E Primary School, Park View Road, Lytham St. Annes, Lancashire, FY8 4HA

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Inspection date

Previous inspection date 13 June 2018 10 December 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 manager and her deputy are well qualified and experienced early years practitioners. They provide high-quality support to all staff and work together as a strong team, to meet all children's needs.  The staff are reflective, evaluative and committed to continually improving the setting. They seek the views of parents and children as part of development planning.  Staff work in effective partnership with parents, the host school, other professionals and agencies. This helps to ensure that individual children get the support they need, as quickly as possible.  Children are provided with a stimulating and interesting learning environment, inside and outdoors. Staff plan activities and experiences to meet possible gaps in children's learning and help them make good progress from the moment they start in the setting.  Staff encourage children to take regular exercise and to make healthy choices. Snacks

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This provision is good

are nutritious and fresh water is always available to ensure children remain hydrated.

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It is not yet outstanding because:

 Although staff have opportunities for professional development, these are not consistently focused closely enough on raising the quality of teaching to the highest level.  Occasionally staff undertake daily tasks for children, which they are capable of doing for themselves.

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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

 seek targeted professional development opportunities to improve the quality of teaching even further  extend opportunities for children to do things for themselves and develop even greater independence skills.

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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 the setting manager.  The inspector spoke to staff and children during the inspection.  The inspector held a meeting with the setting manager. She looked at relevant documentation and evidence of the suitability of staff working in the setting.  The inspector spoke to parents and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Rigorous recruitment procedures and ongoing supervision ensure that staff and setting leaders are suitable for their role. Staff demonstrate an excellent understanding of how to keep children safe and recognise the signs of possible abuse and neglect. They act swiftly if they have any concerns about a child's welfare. A range of robust health and safety policies underpins good practice. Staff follow good systems for the recording of accidents and the administering of medication. Risk assessments are used effectively to ensure the environment is kept safe. Children are well supported to assess risks as they play. Staff are deployed effectively to ensure that children are supervised at all times. The progress of individuals and groups of children is tracked over time and used to inform planning. Additional funding is used most effectively to address children's individual learning needs.

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Quality of teaching, learning and assessment is good

Teaching is good. Staff use observations to make accurate assessments of children's progress and use these to plan their next steps in learning. Children spend uninterrupted periods playing and begin to develop an understanding of the world around them. They have access to a range of reading materials, which supports their interests. For example, children become deeply engrossed in looking at the features on a set of maps. Staff encourage children to make marks with a variety of objects and materials. They play alongside children, engaging them in meaningful interactions to extend their vocabulary and communication skills. Children demonstrate their ability to sort and classify, independently and during planned, group activities. They use counting skills as they play.

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Personal development, behaviour and welfare are good

Staff provide a warm and welcoming, supportive environment for children and their families. Staff work with parents to help children settle quickly when they start in the setting. Staff help children to develop resilience and cope well when they face challenges. For example, outdoors, children show determination and keep trying as they successfully negotiate a physically demanding obstacle course. Staff have high expectations of all children and are excellent role models. They treat children sensitively and with respect. Children behave well, are kind and show consideration for others. Staff get to know children and their families well. This helps children to feel safe, secure and happy in the setting. The role of the key person works well. Children know whom to go to for help, support and comfort, when they need it.

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Outcomes for children are good

All children, including those in receipt of funding and those who speak English as an additional language, progress well from their unique starting points. Children are inquisitive learners. They make predictions and test out their ideas, and they investigate whether objects will float or sink in different depths of water. Children develop the skills they require to be well prepared for school or the next stage in their learning.

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Setting details

Unique reference number EY306575 Local authority Lancashire Inspection number 1104348 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 3 - 4 Total number of places 16 Number of children on roll 20 Name of registered person Windmill Pre-School Lytham

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reference number

Date of previous inspection 10 December 2014 Telephone number 07971 760139

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reference number

Windmill Pre-School Lytham registered in 2005. The setting employs three members of childcare staff. The manager holds a foundation degree in early years practice and the deputy manager holds an early years qualification at level 4. The setting is open Monday to Friday from 9am until midday and from 1pm until 3.30pm, during term time only.

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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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