Clayton Green Happy Times Pre-school and Playscheme

Clayton Green Happy Times Pre-school and Playscheme 1 Clayton Green Centre, Centre Drive, Clayton-le-Woods, Chorley, Lancashire PR6 7TL

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Inspection date 12 March 2019 Previous inspection date 13 January 2016

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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

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This provision is good

n The manager is ambitious for the success of the pre-school and works extremely hard to secure positive changes. Reflective practice is well embedded within members of the staff team who, along with parents and children, contribute to the targeted and well- informed development plans. There is a strong team spirit and all staff are invested in the continuous improvement of the pre-school. n The manager and staff strive to establish effective partnerships with parents. There are many opportunities for parents to contribute to their children's learning, including through assessments and continuing learning at home. Parents are complimentary about the staff and the commitment they show to the pre-school and children. n Children's good health is supported very well. They have daily opportunities for outdoor play and large physical activity. For example, staff make use of the generous facilities within the sports centre they are based in. Children thoroughly enjoy running around

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This provision is good

and moving their bodies in various ways. They follow good hygiene routines and enjoy activities based on healthy eating, further supporting their awareness of health. n Children arrive happy and confident and are warmly welcomed by staff. Children receive plenty of cuddles and reassurance, particularly if they are hesitant during settling-in sessions. Children's physical and emotional well-being are given high priority. n Although monitoring of staff practice has brought about some good improvements, teaching has not reached the very highest levels. n The manager has not extended partnership working to establishing links with all involved professionals, for example teaching staff at schools children go on to attend. n Occasionally, staff do not offer children sufficient challenge during activities to help them make even better progress.

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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 monitoring staff teaching in order to raise practice to the very highest levels n build on current partnership working and explore further ways to create continuity in children's learning, particularly for those children due to start school n enhance staff's understanding of how to offer additional challenge for children during play, to help them make even better progress.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and the impact this has on children's learning. n The inspector carried out a joint observation with the pre-school manager. n The inspector spoke to members of staff and children at appropriate times during the inspection and held a meeting with the pre-school manager. n The inspector took account of the views of parents spoken to on the day of the inspection and other written comments. n The inspector looked at children's records, evidence of the suitability of staff and a range of other documentation, including policies and procedures.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. Staff are vigilant and have a secure knowledge of the procedure to follow should they have concerns regarding a child's welfare. The setting is safe and secure and children are supervised well. Robust recruitment, vetting and induction procedures help to ensure children are cared for by suitable adults. Children's progress is monitored closely. Due to the small group size, the manager is able to oversee all children's progress, swiftly identify any emerging gaps and implement support where needed. Children who speak English as an additional language are provided with good support. Staff value the importance of children playing and learning in their home language as well as providing good support for their English skills.

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Quality of teaching, learning and assessment is good

Staff's flexible approach to planning for children's learning greatly benefits their ability to lead their own play. Following children's spontaneous interest in frogspawn found during a nature walk, staff planned various activities to deepen children's interest and support learning across different areas. For example, children have been exploring the life cycle of frogs, creating their own tadpoles and joining in with frog-related mathematical games. During play in the sports hall, staff encourage children to recall how frogs move, prompting children to make great leaps across the hall, using excellent large-muscle movements. Staff ensure funding for eligible children is well planned and targeted.

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Personal development, behaviour and welfare are good

Staff create a warm and welcoming atmosphere where children and parents feel at ease. Children benefit from the small setting as they get to know their key person, as well as all other staff, very well. Children quickly grow in confidence to explore the environment and activities available. Their behaviour is managed effectively by staff, who help them to understand the expectations of their behaviour and support them to adjust to different situations. Children listen well, cooperate and happily follow instructions from staff. The environment is rich in diversity. There are interesting displays around the pre- school showing images of children and families from around the world. These help children to learn about difference.

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Outcomes for children are good

Children show a good attitude to their learning from a young age. They are interested in the activities and resources available and are motivated to participate. Children make marks and write for a purpose, in excellent support of their small-muscle movements and emerging literacy skills. They are independent from a young age and develop wonderful social skills. All children, including those in receipt of funding, make good progress and develop the necessary skills in good preparation for school.

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Setting details

Unique reference number 309870 Local authority Lancashire Inspection number 10072820 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 2 - 4 Total number of places 28 Number of children on roll 12 Name of registered person Active Nation UK Ltd

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reference number

Date of previous inspection 13 January 2016 Telephone number 0300 0200 136

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reference number

Clayton Green Happy Times Pre-school and Playscheme registered in 2000. The pre- school employs three members of childcare staff, all of whom hold appropriate early years qualifications. The pre-school opens from 9am to 3pm Monday to Friday, during term time. It operates a holiday playscheme for older children from 8.30am to 5.30pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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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.

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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.

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reference number

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reference number

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

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