Chantlers Pre-School

Chantlers Pre-School Chantlers CP School, Foulds Avenue, Bury, Lancashire BL8 2SF

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Inspection date 13 March 2019 Previous inspection date 18 September 2015

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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 Leaders set high expectations for the quality of the setting and this vision is shared by the staff team. They plan improvements that benefit children. For example, leaders and staff have recently made positive changes outdoors. Children now access a high- quality, stimulating area that is rich in exciting learning opportunities. n Children display good levels of self-esteem and confidence. For instance, they relish the opportunity to share successes from home, such as getting themselves dressed independently. Additionally, throughout the session, children seek out staff to showcase their artwork and writing with pride. n Children form secure emotional attachments with staff. Staff go to great lengths to ensure that children are settled. For instance, children take home photographs of staff to share with their families. Staff also prepare children's favourite items in anticipation of their arrival. For example, they place favourite dressing up clothes on their pegs.

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This provision is good

n Well-qualified staff demonstrate good teaching skills. This contributes to the good progress that children make. Children make particularly good progress in their early literacy development. For example, they enjoy working with staff to recognise the letter sounds in simple words, such as 'miss'. Children hold their pencils with control and make wonderful attempts to write a range of simple words. n Leaders and staff form excellent links with the on-site primary school. For instance, they share a wealth of information with teachers prior to children moving to the reception class. Children have many opportunities to visit the school, such as to join assemblies. This helps to prepare children for their move to school. n Children's behaviour is good. Staff act as positive role models and intervene promptly to help children to work through and resolve any minor conflicts. For example, they help children to think through solutions, such as to share small bricks between them.

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This provision is good

n Staff have not fully developed a wide range of focused strategies that help all parents to support children's individual learning at home. n Staff do not always fully consider the organisation of some large group sessions. Occasionally, not all children have the opportunity to express their views and thoughts.

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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 extend the strategies in place and offer even more focused support for all parents, to build on children's learning at home and help children to make the best possible progress n adapt the organisation of large group sessions and encourage all children to contribute their views and benefit further from the good learning that takes place.

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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 indoors and outdoors and assessed the impact this has on children's learning. n The inspector observed a planned session and jointly evaluated the teaching with the nursery manager. n The inspector spoke to staff and children at appropriate times during the inspection. She held discussions with two committee members and the headteacher and deputy head from the on-site primary school. n The inspector held meetings with the nursery manager and deputy manager. She looked at relevant documentation and evidence of the suitability of staff working on the premises. n The inspector spoke to parents on the day of the inspection and viewed written feedback. She took account of their views.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff have a good awareness of child protection policies and procedures. This includes what action to take in the event of a member of staff displaying inappropriate behaviour. Vigilant staff supervise children well. Leaders ensure that the environment is safe and secure and the majority of staff are trained in first aid. This helps to keep children safe. Leaders implement robust procedures for the safe recruitment of staff and staff benefit from a thorough induction. This includes ensuring that all staff are fully aware of the setting's confidentiality policy. Leaders ensure that staff receive good levels of support to help them to develop their practice. For example, they provide staff with regular supervisory sessions and feedback on their teaching. Leaders are keen to encourage staff to gain higher qualifications and staff access additional training opportunities. This helps to maintain the good-quality practice within

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Effectiveness of leadership and management is good

the setting. Leaders monitor children's progress effectively. For example, they moderate staff's assessments and they use data to look for any common themes. For instance, leaders recognised that children's self-help skills were not as developed as some areas of learning. They provided a wealth of opportunities for children to develop these skills. This has been effective as children display good levels of independence.

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Quality of teaching, learning and assessment is good

Staff involve parents in children's assessments and they are well informed about children's achievements. Staff use their observations and assessments to plan effectively for children's next stages in learning. Children display good levels of motivation, overall. For example, they become fully engrossed as they explore a construction area with sand, water, stones and wooden blocks. Children work together to fill a toy cement mixer and confidently introduce their own ideas. This helps to build on their physical, social and language skills further. Staff provide children with real life learning experiences. For instance, children delight as they observe chicks that they have helped to care for. They describe the process and talk with excitement about how the chicks walked for the first time. This helps to develop children's good thinking skills and awareness of nature.

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Personal development, behaviour and welfare are good

Staff promote children's healthy lifestyles effectively. For example, they display posters and share stories that help to teach children about caring for their teeth. Staff expertly meet the medical care needs of children. For instance, they access specialist training to enable them to respond to any medical emergencies. Staff adapt planning to ensure that children with allergies can become involved safely, such as making and tasting pancakes.

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Outcomes for children are good

Children develop the key skills required for their move to school. They enjoy working together to solve problems and demonstrate good mathematical understanding. For example, children discuss that a dinosaur mould will not fit in the sand tray. They decide which sections to remove and predict correctly that it will now fit. All children demonstrate good imaginations. For instance, they enjoy playing together on a pretend spaceship created by lining up chairs.

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Setting details

Unique reference number EY346120 Local authority Bury Inspection number 10071529 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care Age range of children 2 - 4 Total number of places 32 Number of children on roll 38 Name of registered person Chantlers Pre-School Committee

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reference number

Date of previous inspection 18 September 2015 Telephone number 07934 533 006

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reference number

Chantlers Pre-School registered in 2009. The pre-school employs eight members of childcare staff. Of these, one member of staff holds an appropriate early years qualification at level 6 and seven at level 3. The pre-school opens Monday to Friday during term time only. Sessions are from 8.45am until 3.30pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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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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