Middlewich Community Pre-School

Middlewich Community Pre-School Middlewich Community Centre, St Anns Walk, Middlewich, Cheshire CW10 9BX

p.1

Inspection date 6 June 2019 Previous inspection date 15 January 2019

p.1

This inspection: Good 2

Previous inspection: Inadequate 4 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 Children show that they feel secure and happy at the pre-school. This is demonstrated when they rush to greet the welcoming practitioners. Children settle quickly to self- chosen activities that engage their attention and help to promote their thinking. n Practitioners demonstrate an excellent understanding of how children learn. They patiently teach children the skills they need to use tools and equipment, then introduce interesting opportunities for children to practise and master the skills. This is a particular strength of the provision. n Parents feel well informed about children's progress and activities. They say that the caring practitioners help children to become confident. Parents particularly like the snack-time routine. They report that adults and children sit companionably together to talk and eat. This helps to promote children's conversation and social skills. n Practitioners make accurate assessments of children's learning. They share information

p.1

This provision is good

about children's progress with other professionals effectively, for instance, when children start school. This helps to promote continuity in children's learning. n The manager makes regular observations of teaching. However, she does not focus specifically enough on what individual practitioners need to do to improve and why. n Children of all ages enjoy listening to stories. Pre-school children learn that written words carry meaning. However, practitioners sometimes do not plan early reading activities meticulously enough to challenge children to the highest 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 focus more sharply on helping individual practitioners to develop an expert knowledge of teaching and learning n sharpen the teaching of early reading so that every child is challenged to the highest level and makes rapid progress.

p.2

What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and outdoors. She assessed the impact this has on children's learning. n The inspector spoke with practitioners and children during the inspection. She spoke to parents and took account of their views. n The inspector had a tour of the premises with the pre-school manager. She completed a joint observation with the pre-school manager. n The inspector held a meeting with the pre-school manager. She looked at relevant documentation and evidence of the suitability of practitioners working in the pre- school.

p.2

Effectiveness of leadership and management is good

The manager and practitioners have worked hard to improve the provision since the last inspection. For example, they devised a system for ensuring that progress checks for children aged between two and three years are completed. Safeguarding is effective. The manager and practitioners attend training that refreshes and extends their knowledge and understanding of child protection matters. They know what they must do if they have concerns that a child may be at risk of harm. Practitioners take effective steps to minimise hazards to children's safety. This is demonstrated when they carefully check the indoor and outdoor spaces at the multi-use premises before children arrive.

p.3

Quality of teaching, learning and assessment is good

Children encounter new and familiar activities when they explore the inviting provision. Practitioners know what children are ready to learn next and this helps them to differentiate their teaching. For example, children eagerly help to launch a balloon- powered rocket along a length of string. Pre-school children learn that using different types of string affects the velocity of the rocket. Younger children watch and participate with delight and fascination. They begin to understand words about size when the balloon grows bigger then smaller. Practitioners help to promote children's early language. They teach children interesting new words, such as the names of the planets in the solar system.

p.3

Personal development, behaviour and welfare are good

Practitioners implement policies and procedures that help to promote children's welfare. They are kind and caring role models. They establish consistent rules for behaviour and teach them effectively. For example, children express frustration about waiting their turn to launch the rocket. Practitioners firmly remind them about the turn-taking rule and then praise children for waiting. This helps children to develop self-control and they learn to respect other people. Parents and practitioners work in partnership effectively to help children learn to use the potty or toilet. This helps children to become independent in their personal hygiene. Children learn to make choices that contribute to their good health. This is demonstrated when they play a game that teaches them about brushing the top, front and back of their teeth.

p.3

Outcomes for children are good

Children acquire the skills, knowledge and attitudes to learning that prepare them well to start school. They count and use numbers. For instance, pre-school children find out exactly how many more pieces they need to finish the puzzle. Children become independent. For example, they ably spread butter on their crackers at snack time. They put their plate in the washing-up bowl and throw leftover food in the bin. Children find out about their community. For example, they look at photographs of buildings that are near to the pre-school and talk about them. Children learn to recognise their written names. For instance, they find their name card and hang it up when they arrive.

p.3

Setting details

Unique reference number EY541123 Local authority Cheshire East Inspection number 10093539 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 1 - 4 Total number of places 24 Number of children on roll 12 Name of registered person Johnson, Elaine

p.4

reference number

Date of previous inspection 15 January 2019 Telephone number 07947 808282

p.4

reference number

Middlewich Community Pre-school registered in 2016. The pre-school employs three members of childcare staff. Of these, two hold qualifications at level 3 and one holds a qualification at level 5. Sessions on Monday, Tuesday, Wednesday and Friday are from 9am until 3pm. The session on Thursday is from 9am until 12.30pm. 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