Weston Point Pre- School

Weston Point Pre- School Castner Avenue, Weston Point, Runcorn, Cheshire WA7 4EQ

p.1

Inspection date 22 January 2019 Previous inspection date 3 December 2015

p.1

This inspection: Outstanding 1

Previous inspection: Good 2 Effectiveness of leadership and management Outstanding 1 Quality of teaching, learning and assessment Outstanding 1 Personal development, behaviour and welfare Outstanding 1 Outcomes for children Outstanding 1

p.1

This provision is outstanding

n The pre-school has a very dedicated and strong leadership and management team that shows a high level of commitment towards continuous improvement in all areas. Rigorous self-evaluation systems enable the management team to identify and target improvements extremely well. n Staff and the management team display an inspirational commitment towards supporting all children to make excellent progress, regardless of their starting points. Staff respond effectively to individual children's learning needs, resulting in consistently high-quality teaching and superb interactions across the age range. n Parents talk very highly about the pre-school and all staff. Superb partnerships with parents ensure that information about children's progress and development is shared frequently and parental contributions are valued. n Children are highly engaged and motivated to learn. Staff use their knowledge and skills extremely well to equip children who have communication and language

p.1

This provision is outstanding

difficulties with an alternative means of communication, including through the use of pictures and signing. n The management team supports staff development extremely well through highly effective systems of staff performance and appraisal. Regular training opportunities are provided and staff are highly motivated to continue to develop their knowledge and skills. n Partnerships with other professionals are exemplary. Staff liaise with a wide range of outside agencies and the attached primary school, to support children's individual learning and development to a high level.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n continue to enhance the outdoor area to enable children who prefer to learn outdoors to explore an even wider range of stimulating experiences.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and the support for all children's learning inside and outside. She carried out a joint observation with the manager to evaluate the quality of teaching and support for children's learning. n The inspector spoke with staff about how they plan for each child's learning needs and how they monitor the progress children make. She also looked at electronic records and development folders. n The inspector discussed the leadership and management of the pre-school with the manager and deputy to evaluate how well development areas are identified and improvements are made. A wide range of supporting documents were also viewed. n The inspector talked to children and asked them what they enjoyed doing at the pre- school. n The inspector talked to parents who were available and sought their views on the quality of the pre-school and how their children's learning and development are

p.2

Effectiveness of leadership and management is outstanding

Managers establish strong partnerships with parents, other agencies and professionals. Highly effective information-sharing enables staff to provide focused support to all children. Professional development is well promoted. Staff attend regular training that has a positive impact on children's care and learning. For example, training in using sign language helps staff to develop children's communication skills. Safeguarding is effective. Staff have a comprehensive understanding of child protection issues and are confident about the procedures to follow if they have any concerns. Leaders have identified that the outdoor area is not currently fully enhanced to further expand the progress of children who prefer to learn outdoors, and they are making plans to develop this area.

p.3

Quality of teaching, learning and assessment is outstanding

Staff make excellent use of their observations and discussions with children to identify children's interests and plan for their individual needs. All staff use signing alongside talking, to enhance children's communication. This particularly supports children who have speech and language difficulties. Communication is a key strength within the pre- school, and children benefit from a language-rich environment. Story time is particularly enjoyable as staff animatedly use voices for the characters and re-enact parts of familiar stories with children indoors and outside. For example, children searched for sticks in the woodland area and used these to build imaginary houses for the three little pigs from the story. Staff provided resources such as character masks to enable children to re- enact the story, and children excitedly described how they played the part of the wolf!

p.3

Personal development, behaviour and welfare are outstanding

Children's emotional well-being and self-esteem are nurtured effectively in the welcoming, highly inclusive environment. Photographs and symbols are used to enable children with communication difficulties to make choices in their play. Children are given many opportunities to develop their confidence. At snack time, they help to serve plates and cups to their friends and become confident to serve their own fruit using utensils. Staff are positive role models who engage with children and adults in a respectful way. They use gentle reminders to help children understand the necessary boundaries, and use effective strategies to support their understanding of sharing. Children are able to explain that when the sand timer runs out, it will be their turn in the sandpit. Health and hygiene are promoted effectively through consistent routines and discussion. Children enjoy regular physical activity as they move to music and explore the outdoor play area.

p.3

Outcomes for children are outstanding

Children make superb progress from their starting points and are extremely well prepared for school. Counting and number recognition are part of everyday activities. For example, staff engaged children in singing songs about shapes after noticing that their sandwiches were square. Children were highly motivated to develop their reading and counting skills as they followed a recipe to make modelling dough. Mark-making activities and high-quality daily letters and sounds sessions support children's developing literacy skills. Staff share activities with parents to support children's learning at home. Excellent links with the attached school make children's next step as smooth as possible.

p.3

Setting details

Unique reference number 303494 Local authority Halton Inspection number 10063149 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 2 - 11 Total number of places 26 Number of children on roll 36 Name of registered person Weston Point Pre-School Playgroup Committee

p.4

reference number

Date of previous inspection 3 December 2015 Telephone number 01928 561 339

p.4

reference number

Weston Point Pre-School registered in 1992. It opens from 8am to 3pm from Monday to Friday, term time only. The pre-school employs six members of staff. Of these, one holds an appropriate early years qualification at level 6, one holds a qualification at level 5, one holds a qualification at level 4, and three members of staff are qualified to level 2. The pre-school provides funded early education for two-, three- and four-year-old children.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

reference number

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

reference number

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.5