The Coppice Pre-School and OSC

The Coppice Pre-School and OSC Smallwood C Of E Primary Academy, Cheshire CW11 2UR

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Inspection date 5 December 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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This provision is good

n Staff are skilled at talking and engaging with children. They provide high levels of attention and support to help children to make good progress in their learning. n Children from close bonds with staff, which helps them to feel safe. All children, but particularly boys, benefit from being cared for by a male role model. His skilful interactions and calming influence have a positive effect on children's learning. n Partnerships with the host school are strong. Regular meetings with teachers and children's involvement in school activities helps to promote a smooth transition when they are ready to move on to school. n Staff establish effective relationships with parents and successfully involve them in children's learning. Parents report that the stay-and-play sessions are very good. They say, 'Staff are very approachable, nurturing and they know children really well'. n At times, key-persons do not consistently plan well enough to fully support children's

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This provision is good

individual needs and next steps in learning. n On occasions, for example, during large-group activities, older children are not fully supported to sit, listen and concentrate.

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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 strengthen the planning of activities to consistently promote children's individual next steps and maximise their opportunities for learning n help children to listen, concentrate and engage more fully in their learning, particularly during large-group activities.

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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 and assessed the impact this has on children's learning. n The inspector spoke to staff and children, and completed a joint observation with the manager. n The inspector held discussions with the manager and group manager. She looked at relevant documentation and evidence of the suitability of staff working in the setting. n The inspector spoke to some parents during the inspection and took account of their views.

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Effectiveness of leadership and management is good

The setting is organised and managed efficiently. Managers use feedback from staff, parents and teachers to help them think about ways to improve. They monitor children's progress each term to identify gaps and target those who may be at risk of falling behind in their learning. Managers follow an effective system of supervision and monitoring of practice. Unqualified members of staff are training to gain a recognised qualification. Staff use ongoing training well to benefit children's learning. For example, recent training about feelings is helping children to be more positive and kinder to others. Safeguarding is effective. Staff know how to implement policies and procedures to protect children's welfare. Risk assessments are thorough and help to keep children safe, for instance, during forest school activities.

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Quality of teaching, learning and assessment is good

Staff accurately assess children's skills and regularly share their ongoing progress with parents. They start the session particularly well. For example, they introduce children to the activities on offer to enable them to make their own choices. Also, they engage in energetic action songs to help children to become ready for learning. Staff frequently change activities to keep children interested and motivated to learn. They effectively support children with special educational needs and/or disabilities (SEND). For example, they work closely with parents and other professionals and make adaptations to the environment to ensure inclusion. Children are eager to participate in activities and there is lively chatter as they play amicably together.

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Personal development, behaviour and welfare are good

Children behave well. They are well mannered and politely say 'excuse me' when they want to speak to others. Children enjoy being a 'special helper' and taking responsibility for doing tasks, such as preparing the table for snack. They have the option to bring a packed lunch or eat a hot meal purchased from the school. Staff promote children's social skills and teach them to use good table manners. Children play outdoors in all weathers and take part in weekly physical education sessions in the school hall. They develop an awareness of rules. For example, they know they must wear an apron when they play with the sand or water.

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Outcomes for children are good

Children develop a range of skills to help them to feel prepared and ready for school. For example, children develop their early mathematical skills when they join in with counting songs and practise using the scissors to cut out shapes. They learn to become self- aware, for instance, when they look at themselves in the mirror and talk about different feelings. Children enjoy using recycled materials to build their own models and they learn about nature when they search for bugs in the rain.

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Setting details

Unique reference number EY540448 Local authority Cheshire East Inspection number 10079353 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 - 11 Total number of places 24 Number of children on roll 71 Name of registered person Acorn Childcare Nursery Limited

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reference number

Date of previous inspection Not applicable Telephone number 01477 500 089

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The Coppice Pre-School and OSC registered in 2016. The setting employs seven members of childcare staff. Of these, four hold appropriate early years qualifications at level 3 or above. The setting operates Monday to Friday all year round. The pre-school opens from 9am until 3pm. It provides funded early education for two-, three- and four-year-old children. The out-of-school club opens from 7.30am until 9am and 3pm until 6pm during term time and from 7.30am until 6pm during school holidays.

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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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