Caterpillars Pre-School

Caterpillars Pre-School Wincham Community Primary School, Church Street, Northwich CW9 6EP

p.1

Inspection date 15 February 2019 Previous inspection date 17 December 2015

p.1

3

Effectiveness of leadership and management Requires improvement

p.1

3

Quality of teaching, learning and assessment Requires improvement

p.1

3

Personal development, behaviour and welfare Requires improvement

p.1

3

Outcomes for children Requires improvement

p.1

This is a provision that requires improvement

n At times, staff are not deployed effectively. This means children's needs are not always met due to children not being consistently supervised. n Occasionally, staff do not make good enough use of what they know about children's development and interests to plan activities which are sufficiently stimulating, engaging and challenging. Children sometimes lose interest in adult-led activities and are not achieving the best possible outcomes. n At times, staff do not effectively manage children's behaviour to ensure children know what is expected from them. n Staff have not yet developed a regular two-way flow of information with other early years providers, such as nursery school staff, to share relevant information about children's care and learning.

p.1

It has the following strengths

n Parents comment positively about the care their children receive. They explain that their children enjoy their time at the pre-school. n The pre-school is clean, bright and welcoming. A wide range of resources, toys and equipment are available for children to explore. n Staff promote inclusive practice and teach children well about equality and diversity. For example, children have access to multicultural resources and are taught about different festivals from around the world.

p.1

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 are deployed effectively to consistently supervise children at all times 18/02/2019

p.2

What the setting needs to do to improve further

improve the use of observation and assessment to provide activities which are consistently challenging and enjoyable for all children. 04/03/2019

p.2

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 ensure all staff manage children's behaviour more effectively so that children know what is expected of them n strengthen ways to share information about children's progress and interests with other early years providers, for example nursery school staff, to promote continuity in their experiences.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector held discussions with the leaders and staff at appropriate times during the inspection. n The inspector looked at documentation, including a sample of children's records, planning and assessment records, and checked the suitability of staff. n The inspector observed the quality of teaching during activities, and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the manager. n The inspector spoke to parents during the inspection and took account of their views.

p.2

Effectiveness of leadership and management requires improvement

At times, leaders have not ensured that staff are deployed effectively to ensure that children are consistently supervised at all times. Nevertheless, safeguarding is effective. Staff are well informed and understand how to recognise possible signs and symptoms of abuse. They are confident in the procedures to follow if they have concerns about a child's welfare. Staff carry out daily risk assessments and monitor children's arrival and collection closely. Staff are supported to access additional training to further their ongoing professional development. The manager completes ongoing evaluation and precise action plans. Staff share regular assessments with parents and provide guidance to extend their child's learning at home. For example, children are provided with reading books to support their literacy at home. Recruitment, induction and vetting procedures are effective in checking staff's initial and ongoing suitability.

p.3

Quality of teaching, learning and assessment requires improvement

Staff are not always deployed effectively to ensure children benefit from consistently high-quality teaching. Some activities that are led or supported by staff do not sufficiently challenge older or most-able children. As result, they occasionally lose interest and are not achieving the best possible learning outcomes. Staff do not consistently make good enough use of the information obtained from observing and assessing children to plan purposefully for every child's learning. Despite this, staff interact positively with children. They work hard to support children with special educational needs and/or disabilities (SEND). Staff support children's language development well. For example, children listen attentively during story time and enjoy asking questions. Children are confident to lead their own play and enjoy using their imagination. For instance, children use small-world toys to pretend they are diving under

p.3

Personal development, behaviour and welfare require improvement

Staff are inconsistent in managing children's behaviour effectively and do not always make their expectations clear, particularly to children new to the setting. At times, some children are not supported effectively by staff to share or play cooperatively while building a train track. Children become upset and less experienced staff do not manage the situation well. Despite this, staff are friendly and caring. Overall, they help children to feel emotionally secure and offer reassurance to children when needed. Children have started to develop friendships and enjoy sharing their ideas. Staff have attractively organised the learning environment where children happily self-select resources. Children develop a good understanding of how to be healthy. They learn how to wash their hands before snack and manage personal care tasks well.

p.3

Outcomes for children require improvement

Children are not supported well enough to consistently make good progress from their starting points. However, they are steadily developing some skills they need to prepare them for their next stage in learning, including their eventual move to school. For example, children independently get their own drink from the water dispenser and enjoy being physically active in the outdoor area.

p.3

Setting details

Unique reference number EY471519 Local authority Cheshire West and Chester Inspection number 10062182 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care Age range of children 2 - 4 Total number of places 26 Number of children on roll 26 Name of registered person Emma Bilotta and Carys Williams

p.4

reference number

Date of previous inspection 17 December 2015 Telephone number 07722155594

p.4

reference number

Caterpillars Pre-School registered in 2014. It operates from the nursery area within Wincham County Primary School. The pre-school opens from Monday to Friday during term time only. Sessions are from 12.30pm 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