Whittington Pre School

Whittington Pre School Activate, Church Lane, Whittington, Worcester WR5 2RQ

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Inspection date 16 October 2018 Previous inspection date Not applicable

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This inspection: Inadequate 4

Previous inspection: Not applicable Effectiveness of leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Inadequate 4

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This inspection: Inadequate 4

Outcomes for children Requires improvement

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The provision is inadequate

n Managers and staff's safeguarding knowledge is not good enough. They are not alert to all possible indicators of child abuse, neglect, extreme views and behaviours. This potentially puts children at risk of harm. n Not all managers and staff know what action to take in the event of a safeguarding concern, including liaison with relevant agencies where appropriate without delay. This does not help keep children safe. n Managers have failed to put appropriate arrangements in place for the effective supervision of staff. Therefore, those working with children do not always benefit from the appropriate support and training they need to adequately fulfil all their roles and responsibilities. n Staff working with two to three-year-old children do not always make precise assessments of their learning. They do not consistently plan interesting, exciting and suitably challenging activities that meet all their individual learning needs.

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The provision is inadequate

n Managers do not monitor the quality of learning experiences for all children carefully enough. This means not all children benefit from the best possible learning outcomes, particularly those in the two to three-year-old room.

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It has the following strengths

n Staff are caring and warm. They get to know children fairly well from the outset and help them to become familiar with the environment. Children are settled and content attending. n The environment is welcoming and well resourced, indoors and outdoors. Children generally have fun and enjoy attending. n Children learn to behave well. Staff promote the pre-school rules and gently remind children of the behaviour expectations set.

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What the setting needs to do to improve further

The provision is inadequate and Ofsted intends to take enforcement action: We will issue a Welfare Requirements Notice requiring the provider to: Due date improve safeguarding knowledge and understanding within the setting to ensure that all those working with children are alert to all possible indicators of abuse or neglect, including the risk of children being exposed to extreme views or behaviours 09/11/2018

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What the setting needs to do to improve further

ensure that all managers and staff know what action to take in the event of a safeguarding concern being raised, this includes liaising with the relevant agencies where appropriate, without delay 09/11/2018

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What the setting needs to do to improve further

put appropriate arrangements in place for the supervision of staff, to provide the required support and training, which enables them to understand their roles and responsibilities. 09/11/2018

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure staff working with two to three-year-old children make precise assessments of their learning and use the information obtained to consistently plan interesting, exciting and suitably challenging activities that meet all their individual learning needs. 09/11/2018

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What the setting needs to do to improve further

monitor the quality of learning experiences for all children carefully to help continually promote the best possible learning outcomes, particularly for those in the two to three-year-old room. 09/11/2018

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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 completed a joint observation with the one of the managers of the pre- school. n The inspector spoke to staff and held a meeting with the pre-school management team. n The inspector looked at relevant documentation and checked evidence of the suitability of staff working in the pre-school. n The inspector spoke to children and parents during the inspection and took account of their views.

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Effectiveness of leadership and management is inadequate

Since re-registration the pre-school has been going through a period of change. The arrangements for safeguarding are not effective. Managers and staff's safeguarding knowledge is weak. They do not all have a good enough knowledge of child protection issues, including signs and symptoms of child abuse, neglect or the risk of children being exposed to extreme views or behaviours. Furthermore, some of those working with the children do not have an adequate knowledge of what to do in the event of a safeguarding concern. They do not fully understand the importance of liaison with relevant agencies without delay. Nevertheless, all staff are suitably vetted, some records are used effectively to support aspects of children's well-being, such as risk assessments, accident records and medication logs, and the pre-school is clean and secure. However, the arrangements for the supervision and professional development of staff are not good

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Effectiveness of leadership and management is inadequate

enough. Managers do not consistently supervise staff and ensure they benefit from the support and training they need to keep all their skills up to date. Therefore, despite the fact the majority of staff are qualified they do not all carry out their safeguarding and teaching responsibilities at a good level. Managers do not make effective use of self- evaluation to highlight and take action to fully address all weaknesses to achieve and maintain good overall standards.

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Quality of teaching, learning and assessment requires improvement

Teaching is variable. Staff working with two to three-year-old children do not always accurately assess their capabilities and development so far. For example, staff sometimes assess them too low or too high in their achievements, and there are lots of gaps in the assessments that are made. Although pre-school children benefit from activities that meet their individual learning needs this is not consistently the case for two to three- year-old children. For example, two to three-year-old children sometimes struggle to choose activities, become easily distracted and are not always well supported to take part with the activities provided. Nevertheless, overall, educational experiences are broad. Children generally access different activities that promote some aspects of their learning. For example, two to three-year-old children like creative activities, such as painting or drawing. They also enjoy pretend play with a role-play doctors set and small

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Quality of teaching, learning and assessment requires improvement

world play people, houses and vehicles. Pre-school children enjoy a greater range of varied and interesting activities, including arts and craft, playing trains, exploring natural items, play dough and sand play, between indoors and outdoors. Partnership working is established. Staff share information about children's care and learning with parents and other providers. This helps foster some continuity between the pre-school, home and other settings children attend. However, managers do not monitor the quality of the curriculum, teaching or children's progress as well as possible, particularly in the two to three-year-old room. This means some children are at risk of falling behind.

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Personal development, behaviour and welfare are inadequate

Due to weaknesses in staff's safeguarding knowledge, children's safety and welfare cannot be fully assured. Furthermore, due to weaknesses in the quality of teaching and activities planned in the two to three-year-old room, some children are not highly motivated learners. Nevertheless, staff promote children's physical well-being adequately in some ways. For example, they provide children with healthy snacks and give them opportunities to learn about the benefits of eating well. Staff encourage children to take exercise. Two to three-year-old children enjoy riding around on wheeled vehicles outside and pre-school children enjoy multi-sports activities in the hall. Staff also foster good hygiene throughout as they encourage regular hand washing.

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Outcomes for children require improvement

Outcomes for children are not consistently good enough. Children in the two to three- year-old room do not always make good progress in their learning. On the other hand, pre-school children are supported to acquire the basic skills they need for the next stage of their learning and ultimately, school. Pre-school children confidently make play choices and independently manage their own care needs. They learn to play well with others, share resources and negotiate taking turns. Pre-school children gain good communication and language skills. For example, they learn to follow some simple instructions, listen and maintain attention when required and speak clearly. They particularly enjoy story and singing sessions with their teachers. Furthermore, children with special educational needs and/or disabilities benefit from help and support, particularly in the pre-school. This means this group of children begin to catch up to

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Setting details

Unique reference number EY538325 Local authority Worcestershire Inspection number 10076837 Type of provision Full day care Registers Early Years Register Day care type Childcare on non-domestic premises Age range of children 2 - 4 Total number of places 47 Number of children on roll 51 Name of registered person Julie Morgan and Beverly Bradley Partnership

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Date of previous inspection Not applicable Telephone number 0797 584 9166

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Whittington Pre-school opened in 1992 and re-registered in 2016 at new premises. The pre-school employs 14 members of childcare staff. Of these, 12 hold appropriate early years qualifications at level 3 and above. The pre-school operates term-time only. Sessions are available Monday to Friday from 9am until 3pm. 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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