Roby Mill Pre-School

Roby Mill Pre-School Jubilee Methodist Church, Stony Brow, Roby Mill, Skelmersdale, Lancashire WN8 0QF

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Inspection date 19 September 2018 Previous inspection date 26 November 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n Staff teach the basics very well. They enthusiastically interact with children to gain their interest and maintain their concentration and attention. Children are motivated and eager to learn new skills. n Staff support children particularly well to develop their literacy skills. Children enjoy using clipboards and pens to write breakfast orders and make their own registers of attendance. Additionally, children find their own name cards and write their names on pieces of their work. n Staff observe children regularly and make accurate assessments of their development. They use this information to plan exciting and enjoyable activities that are linked to children's individual interests and promote the next steps in their learning. n Key-person relationships are strong. Children benefit greatly from having secure and trusting bonds with the small staff team. Children, including those who are very new to

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The provision is good

the setting, arrive in high spirits and settle quickly. n Children are supported to lead a healthy lifestyle and be physically active. Children love to be outdoors and they have access to an extremely well-resourced outdoor area. Additionally, meals and snacks provided for children are healthy and nutritionally balanced. n Self-evaluation is used well to highlight areas of provision that need to be improved. Parents, children and staff all make valuable contributions. This means changes made benefit children and their families the most.

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It is not yet outstanding because:

n Staff do not ask parents to share detailed information about what their child can already do at the start of their placement to help children make the best possible start. n Systems for staff supervision do not fully identify opportunities to raise the quality of teaching and the consistency of children's learning experiences even further.

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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

n gather more detailed information from parents about what their child can actually do at the start of the placement n improve systems for monitoring staff performance to identify and strengthen the consistency of the quality of teaching and learning even further.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outside and assessed the impact this has on children's learning. n The inspector spoke to the staff and the children throughout the inspection. n The inspector completed a joint observation with the manager and discussed this with her. n The inspector held a meeting with the manager. She looked at relevant documents and checked evidence of the suitability of staff. n The inspector took account of the written views of parents and the views of those spoken to on the day.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff have a thorough understanding of the procedures to follow should they have concerns about a child's safety or welfare. Risk assessments are in place and effectively implemented by staff. The pre-school is safe and secure, and recruitment and vetting procedures are robust. Overall, partnerships with parents are good. Parents comment that they are extremely happy with the pre-school and that staff are 'great' and 'go above and beyond' to help them and their children. Monitoring of educational programmes is good. Staff quickly identify children who require additional support. They work in partnerships with other professionals to ensure systems are put in place to support their continued good progress.

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Quality of teaching, learning and assessment is good

Staff place a strong emphasis on developing children's communication, language, social and physical skills. They interact with children down at their eye level to focus and engage them. Children delight as they take part in a circle time activity. They sing and sign greetings to each other and confidently discuss the weather. Children listen attentively to their favourite stories and make predictions about what might happen next. Staff capture children's imaginations and develop their understanding and vocabulary well. For instance, they use props, such as branches, and use their bodies to demonstrate how the wind blows through the trees. Furthermore, children practise their physical skills as they copy staff and pretend to be falling leaves. Staff ask plenty of questions to test children's understanding and introduce new words, such as 'ginormous' as they discuss the size of dinosaurs.

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Personal development, behaviour and welfare are good

Children are supported to lead a healthy lifestyle and be physically active. Children love to be outdoors and they have access to an extremely well-resourced outdoor area. Additionally, meals and snacks provided for children are healthy and nutritionally balanced. Staff are excellent role models who treat children with respect and offer them constant praise and encouragement. Children behave well and have good social skills. For example, they work as a team to connect large pipes and take turns to roll down balls. Children develop their social skills as they help themselves to snack, pour their own drinks and manage their own personal hygiene needs.

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Outcomes for children are good

Children are extremely confident and demonstrate they are developing the skills needed for future learning and school. They listen perceptively, play cooperatively and are excellent communicators. Children are motivated and have a can-do attitude to learning. All children, including those who have special educational needs and/or disabilities, make good progress from their starting points. Children are curious about the living world and develop good mathematical skills. For example, they hunt for worms in the garden and then use rulers to measure them. Additionally, they make comparisons and predict which one will be longer or shorter.

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Setting details

Unique reference number EY299513 Local authority Lancashire Inspection number 10064150 Type of provision Sessional day care Registers Early Years Register Day care type Childcare on non-domestic premises Age range of children 2 - 4 Total number of places 20 Number of children on roll 11 Name of registered person Lewis, John Howard

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reference number

Date of previous inspection 26 November 2015 Telephone number 01695 632816

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reference number

Roby Mill Pre-School registered in 2005. It employs three members of childcare staff, all of whom hold appropriate early years qualifications at level 3. The pre-school opens Monday to Friday, during term time. Sessions are from 9.15am until 1pm, or from 9.15am to 3.30pm. 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.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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