Wheelock Pre-School

Wheelock Pre-School Hancock Hall, Wheelock Methodist Church, Crewe Road, Wheelock, SANDBACH, Cheshire CW11 3RT

p.1

Inspection date 5 February 2019 Previous inspection date 12 July 2016

p.1

This inspection: Good 2

Previous inspection: Good 2 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

p.1

This provision is good

n The manager and her staff provide a clean and stimulating environment. They make good use of the large hall space, offering opportunities for children to build on their physical skills. n Partnership working is good. The highly skilled special educational needs coordinator is an excellent asset to the staff team. Secure links with external agencies ensure children with special educational needs and/or disabilities are fully supported and make good progress from their individual starting points. n Staff embrace opportunities to develop children's awareness of the wider world and other cultures. For example, during topic work they explore the languages and traditions of other children in the pre-school. n The long-serving staff team is praised by parents for its friendly and welcoming approach to children. Parents explain how well their children settle into the pre-school and commend the communication that they receive about their children's development.

p.1

This provision is good

n Children behave extremely well. Staff regularly praise children's positive behaviour, which helps to nurture their self-confidence and self-awareness. n Staff are vigilant about the safety of children's play environment. They assess potential risks and take effective steps to minimise these. n The manager does not consistently monitor and evaluate staff performance rigorously enough to raise their already good practice to the highest standard. n At times, staff do not encourage children to develop their own ideas. On occasion, they give children solutions without giving them time to think and resolve problems for themselves.

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 focus more sharply on supervision to clearly monitor and evaluate staff's performance, to raise the overall quality of their practice to the highest standard possible n provide more opportunities to support children's thinking and problem-solving skills.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector held a number of discussions with the manager. She looked at relevant documentation, including children's learning records, and reviewed evidence of the suitability of all staff and committee members. n The inspector completed a joint observation and evaluation of an activity with the manager. n The inspector spoke to children and staff at appropriate times during the inspection. n The inspector spoke to some parents during the inspection and took their views into account.

p.2

Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. Staff are knowledgeable about the signs and symptoms of abuse and know the procedures to follow if they have a concern about a child. Staff are deployed well and supervise children with vigilance. Clear staffing arrangements ensure that staff-to-child ratios are maintained at all times. The committed and well-qualified staff team closely tracks children's progress. Staff regularly hold meetings and use this information from tracking to narrow the gaps in children's learning. A range of robust policies and procedures are in place, which promotes the health and safety of children.

p.3

Quality of teaching, learning and assessment is good

Children enjoy coming to pre-school and show excitement at the varied range of activities available. Staff know children well. They use observation and assessment to identify what children need to learn next and plan for individual children accordingly. Children benefit from the different experiences offered. For example, staff provide an interactive music session which encourages children to join in with action rhymes and promotes interest in the sounds that different instruments produce. Children's communication and language skills are promoted effectively, through the use of books and the modelling of language. They follow instructions from staff confidently and concentrate well during large-group activities. Children who speak English as an additional language are supported extremely well. Staff work closely with parents in developing strategies to help children with their understanding of the English language.

p.3

Quality of teaching, learning and assessment is good

Staff introduce exciting new topics and use good teaching techniques to build on children's knowledge, which complements children's learning. For example, staff bring sheets of ice into the classroom for children to explore while they learn about Antarctica. Children competently use the computer independently. They use the keyboard to spell out their names and access a variety of interactive programs.

p.3

Personal development, behaviour and welfare are good

Children show great affection and close attachments to their key person. Children display high levels of confidence and self-esteem as they freely move around the pre-school environment. Staff monitor children's well-being and respond quickly if a child needs extra support. Children show high levels of motivation and involvement in activities. For instance, they spent a long time engaged in a creative activity making dragons for Chinese New Year. Staff complete detailed care plans and follow risk assessment procedures to ensure that children's individual needs, such as allergies, are managed effectively.

p.3

Outcomes for children are good

All children make good progress in relation to their starting points, including those in receipt of additional funding. Children are independent and have good social skills, which prepares them well for their eventual move to school. They are enthusiastic learners who communicate well with staff and their peers.

p.3

Setting details

Unique reference number 305427 Local authority Cheshire East Inspection number 10072805 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 2 - 4 Total number of places 23 Number of children on roll 38 Name of registered person Wheelock Pre-School Committee

p.4

reference number

Date of previous inspection 12 July 2016 Telephone number 01270 753 763

p.4

reference number

Wheelock Pre-School registered in 1987 and is managed by a not-for-profit incorporated voluntary association. The pre-school employs seven members of childcare staff. Of these, five hold an appropriate early years qualification at level 3 and one holds a qualification at level 2. The pre-school opens from Monday to Friday, during school term time. Sessions are from 9am until 3.30pm. 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