Calllands Pre-School & Link Club

Calllands Pre-School & Link Club Callands Centre, Callands Road, Callands, WARRINGTON, WA5 9RJ

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Inspection date

Previous inspection date 10 July 2018 12 May 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

 Managers and staff have high expectations and strive to achieve the highest possible standards. They develop action plans and make regular changes that benefit children.  Staff have developed effective partnerships with parents. Staff share information about children's progress and they offer parents support, advice and strategies to help them to extend children's learning at home. Parents speak very highly of staff.  Staff complete regular observations and assessments of children's learning. Managers use systems to monitor children's progress and work with staff to provide timely interventions. This helps to narrow the gaps and helps children to make good progress.  Children's emotional and physical well-being are well supported. For example, staff go to great lengths to find out specific information to help children to settle. This includes encouraging children to bring familiar items from home during settling-in periods.

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This provision is good

 Children's behaviour is good. Staff act as good role models and use consistent methods to promote positive behaviour. Children are aware of the rules and understand why these are in place; for example, walking indoors to keep themselves and others safe.

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It is not yet outstanding because:

 Staff do not consistently make the best use of everyday routines to help to extend and build on children's mathematical understanding.  Sometimes, staff do not adapt their teaching to encourage quieter children to participate fully during small-group activities.

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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

 provide more opportunities during everyday routines to help support and extend children's mathematical learning and help them to make even greater progress in this area  adapt teaching during small-group activities to help quieter children to become more involved and help to maximise their engagement and learning opportunities.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outside. She assessed the impact this has on children's learning.  The inspector observed a snack time and a planned activity and jointly evaluated the teaching and interactions with the manager.  The inspector held a meeting with the manager. She viewed a range of documents, including evidence of the suitability of staff and committee members.  The inspector held discussions with staff at appropriate times during the inspection.  The inspector spoke to parents on the day of the inspection and took account of their views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Staff are vigilant and deploy themselves well, in order to offer children good levels of supervision as they free flow between the indoors and outside. The manager provides staff with comprehensive child protection training. This is reflected in staff's good knowledge and understanding of child protection policies and procedures. Well-qualified staff access regular training and this has a positive impact on practice. For example, since the last inspection, staff have accessed training focused on outdoor play and provision. This is now an area of strength and children show particularly good levels of motivation during outdoor activities. The experienced management team works alongside staff and monitors their practice in a range of ways. Staff benefit from regular supervisory sessions where they receive feedback on their skills. New staff receive in- depth induction training and are monitored closely during their probationary period.

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Quality of teaching, learning and assessment is good

Children who have special educational needs and/or disabilities are supported well. Staff liaise with other professionals and act upon advice and support offered. Children delight at exploring water with pipettes. They persevere and problem solve and practise how to fill them with water before squirting it out again. This helps children to develop their concentration and also helps to support their finger muscles in readiness for early writing. Staff provide children with dough and a variety of tools and resources. Children use their imaginations as they create different characters from a book and staff engage them in animated discussions. Children are excited as they describe their favourite parts of the story and discuss how the characters might be feeling using language such as 'scared' and 'happy'. Staff provide children with challenges. For example, children are encouraged to predict if a car or a small figure will go down a piece of guttering the fastest. They are

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Quality of teaching, learning and assessment is good

eager to test their predictions. This helps to build children's confidence and social skills.

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Personal development, behaviour and welfare are good

Children's transitions to school are carefully planned. For example, staff display children's uniforms and school logos. Teachers are invited to meet children and staff share relevant information regarding children's care and learning. Children's good health is well promoted. Children are familiar with hygiene routines, such as washing their hands before eating. In addition, staff provide parents with guidance on healthy eating, such as suggestions for children's packed lunches, and they provide a range of healthy snacks and drinks during the day.

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Outcomes for children are good

All children make good progress and are well prepared for starting school. Three- and four-year-old children demonstrate good literacy skills. They recognise letters and capably write their names. All children display good listening and attention skills. They show an interest in books and listen attentively to familiar stories, often joining in with phrases and remembering and predicting what might happen next.

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Setting details

Unique reference number EY471909 Local authority Warrington Inspection number 1102907 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 12 Total number of places 28 Number of children on roll 64 Name of registered person Little Learners Committee

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reference number

Date of previous inspection 12 May 2014 Telephone number 01925 444692

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reference number

Callands Pre-School & Link Club registered in 2014. The pre-school opens Monday to Friday from 9am until 3pm, during term time only. The link club opens Monday to Friday from 7.30am until 8.45am and 3.15pm until 6pm during term time only and from 7.30am until 9pm during school holidays. There are currently nine members of staff employed at the setting, all of whom hold an appropriate childcare qualification at level 3 or above. The setting provides funded early years 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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