KIDZONE @ High Lane Primary School

High Lane Pre-School And Kidzone High Lane Primary School, Andrew Lane, High Lane, STOCKPORT, Cheshire SK6 8JQ

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Inspection date 2 October 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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 Practitioners demonstrate excellent understanding of how children learn. This is a particular strength of the provision. Practitioners present new ideas and information in a way that is meaningful to children. They skilfully support children to play and explore. This helps children to become successful learners. n Partnership with the school is strong. Practitioners in the out-of-school club, pre-school and school are conscientious in their sharing of information when children transfer between them. This helps to promote continuity in children's learning and well-being. n Parents are pleased with the information they receive about children's progress and achievements. They say that they are helped and encouraged to continue children's learning at home. This is demonstrated when pre-school children proudly tell practitioners that they have got dressed by themselves today. n Practitioners plan routines and activities so that they include opportunities for children

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The provision is good

to count and calculate. For example, children count how many pieces of apple they have made with the apple chopper. They think about how many pieces will be left when they have eaten one. This helps to promote children's early numeracy.

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It is not yet outstanding because:

n The regular monitoring of the performance of practitioners does not focus sharply enough on raising the quality of teaching to a higher 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

n build on the systems for assessing the performance of practitioners and focus more sharply on helping them to develop an expert knowledge of teaching and learning.

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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 outdoors. She assessed the impact this has on children's learning. n The inspector spoke with practitioners and children during the inspection. She spoke to parents and took account of their views. n The inspector completed a joint observation with the pre-school supervisor. n The inspector held a meeting with the provider, the general manager and the pre- school supervisor. She looked at relevant documentation and evidence of the suitability of practitioners working in the nursery.

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Effectiveness of leadership and management is good

Managers evaluate the provision. They implement changes that help to improve the programme of activities. For example, managers analysed information about children's attainment. They noticed that children were achieving less highly in the 'people and communities' aspect of learning. As an outcome, practitioners devised rich opportunities that help children to understand more about other countries and cultures. Safeguarding is effective. Practitioners know what they must do if they are concerned that a child is at risk of harm. Managers carefully follow robust systems for recruiting new employees. Managers identify and minimise hazards to children's safety. This is demonstrated when they check and review risk assessments and records of accidents.

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Quality of teaching, learning and assessment is good

Children participate eagerly in activities. For example, children and practitioners look closely at flower bulbs and talk about the spring flowers that will grow from them. Practitioners help children to remember and consolidate what they already know about caring for plants. In addition, children learn new information and skills. For instance, they plant their own bulb and make sure it is the right way up. Practitioners promote children's early literacy well. For example, they use toys and props to share familiar stories with children. Children listen and watch, with fascination, when Goldilocks tries out the big, middle-sized and small beds in the bears' house.

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Personal development, behaviour and welfare are good

Practitioners unfailingly model politeness and respect towards other people. Children copy their polite behaviour. Practitioners notice and talk about instances of kindness and this helps children to understand what being kind means. Children follow daily routines that help to promote their independence. For example, they put their wellington boots on and leave their shoes tidily under a chair, ready for when they come indoors. Children learn to make healthy choices. They play energetically outdoors and learn why physical exercise is important. Practitioners follow well-established policies and procedures and this helps to promote children's welfare.

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Outcomes for children are good

Children make good progress. They acquire the skills, knowledge and attitudes to learning that prepare them well to start school. Children ask questions and speak confidently. They demonstrate interest and enjoyment when they listen to stories. They can recall the sequence of events in familiar stories. Older pre-school children begin to link sounds with written letters. They recognise their own written name and the names of other children in the group. Children draw pictures and invent role-play storylines. This helps to reinforce and extend their knowledge and understanding of the world. Children know why they must wash their hands before they eat.

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Setting details

Unique reference number EY537174 Local authority Stockport Inspection number 10076748 Type of provision Full day care

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childcare on non-domestic premises Age range of children 2 - 10 Total number of places 40 Number of children on roll 59 Name of registered person The Marple Childcare Company Limited

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reference number

Date of previous inspection Not applicable Telephone number 07586590886

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reference number

High Lane Pre-school and Kidzone registered in 2016. The provision employs four members of childcare staff. Of these, three hold qualifications at level 3 and one holds early years professional status. The provision opens from Monday to Friday, during school terms. Pre-school sessions are from midday until 3pm. Out-of-school club sessions are from 7.30am until 9am and from 3.15pm until 6pm The pre-school provides funded early education for two-, three- and four-year-old children.

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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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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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