Mrs Roy's Pre-School

Mrs Roy's Pre-School Hoole Community Centre, Westminster Road, Hoole, Chester, Cheshire CH2 3AU

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Inspection date 18 October 2018 Previous inspection date 4 December 2017

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This inspection: Good 2

Previous inspection: Requires improvement 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 The provider, managers and practitioners have worked hard to improve the pre-school since the last inspection. They demonstrate high expectations of themselves, the team and the children. n Practitioners plan activities outdoors every day. For instance, children energetically paint the fence with water. This helps to promote their physical development. They watch with fascination when the water disappears. Practitioners ask questions that help children to think and have their own ideas about what has happened to the water. n Partnerships with parents are strong. Parents comment that recent changes to the staff team have been managed smoothly. They welcome the daily update displayed at the pre-school door and praise the varied programme of activities. Parents feel encouraged to continue children's learning at home. n Practitioners teach children to be safe. This is demonstrated when practitioners give

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The provision is good

out knives at snack time. Children know that they must use the knives carefully when they spread butter with them. Practitioners make sure that all the knives are collected and put away when snack is finished.

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It is not yet outstanding because:

n The regular monitoring of the performance of practitioners does not yet lead to specific and measurable targets that promote continuous improvement in their practice. n Sometimes practitioners do not use information from observations effectively enough to identify, as precisely as possible, what children need to learn next.

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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 so that plans for their professional development are sharply focused and drive rapid improvement n make the most of what is known about individual children's achievements so that teaching focuses even more precisely on what children need to learn next and they are supported to make rapid progress in their 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 provider. n The inspector held a meeting with the provider and the pre-school manager. She looked at relevant documentation and evidence of the suitability of practitioners working in the pre-school.

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Effectiveness of leadership and management is good

Leaders and managers plan actions that lead to improvement. For example, managers observed that practitioners were not taking enough account of children's individual interests when they planned activities. They trained practitioners and encouraged them to suggest activities linked to children's interests. As a result, practitioners have gained understanding and confidence and children's learning has deepened. Safeguarding is effective. Managers and practitioners know what to do if they are concerned that a child may be at risk of harm. Managers identify and minimise hazards to children's safety.

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Quality of teaching, learning and assessment is good

Practitioners observe children's learning and accurately assess their progress. They skilfully create and use opportunities to promote children's learning, overall. This is exemplified when children line up to go to the toilet before snack. Practitioners set out a row of coloured spots on the floor. Children listen for their name before going to stand on a spot, then they tell the group the colour of the next spot in the row. The routine helps children to learn about positional language and ordinal numbers. Children participate with increasing confidence. This is because the routine is familiar and practitioners offer children individual support and encouragement to succeed.

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Personal development, behaviour and welfare are good

Children are eager learners because practitioners plan interesting activities. For example, practitioners notice that children are interested in pirates and teach them about treasure maps. Children draw their own maps and this helps them to understand the world. They tell practitioners how to follow the lines on the map to find the treasure. Practitioners listen attentively and this helps children to learn to listen to other people. Practitioners are caring role models and children learn to be kind and helpful. For example, they make bird feeders and know that this will help the birds to survive in the colder weather. Children learn to make healthy choices in their diet. 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 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. Children develop independence skills. This is demonstrated when they wash up their plate and cup at the end of snack time. Children begin to respect each other's ideas. For example, they listen carefully to each other's songs at group time. Children enjoy listening to stories. They make up their own stories in role play. Children count and use numbers. They know some of the purposes that numbers are used for.

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Setting details

Unique reference number EY282925 Local authority Cheshire West and Chester Inspection number 10079609 Type of provision Full day care Registers Early Years Register Day care type Childcare on non-domestic premises Age range of children 2 - 3 Total number of places 40 Number of children on roll 14

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Name of registered person

Jacqueline Rainsforth and Louise Maddocks Partnership

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reference number

Date of previous inspection 4 December 2017 Telephone number 07922 137 207

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reference number

Mrs Roy's Pre-School registered in 2004. The pre-school employs five members of childcare staff. Of these, four hold qualifications at level 3 and one holds level 2. The pre- school opens from Monday to Friday during term time. Sessions are from 9am until 3pm. The pre-school provides funded early education for 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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reference number

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