Acton Bridge Pre School Association

Inspection of Acton Bridge Pre School Association Acton Bridge Parish Rooms, Hill Top Road, Acton Bridge, Northwich CW8 3QG

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children at the pre-school are helped to feel safe. The key-person system is embedded and children settle quickly, forming secure attachments with staff. The manager has strategies to identify and target any gaps that children have in their learning. When gaps arise, staff are quick to plan exciting activities using the children's interests to help close these.

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The provision is good

Mathematical skills are actively promoted and children enjoy taking turns to count how many children are present each day. They identify shapes within the environment and practise forming numbers while making marks. Children demonstrate a love of reading from a young age. They are keen to choose their favourite books and listen attentively to stories. This interest in books is extended by going to choose new books from the library bus every three weeks.

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The provision is good

Staff introduce new vocabulary to children as they play. For example, they introduce the words 'push' and 'pull' to children as they demonstrate how to move toy diggers up and down ramps in the sandpit. However, on occasions, staff do not allow children enough time to answer questions and to process the information given.

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need to do better?

n Staff have high expectations for children's behaviour and conduct. They have embedded rules of the setting and children play well together, sharing resources and toys. Children develop positive attitudes to their learning and enjoy making presents for their parents on the craft table. n The manager adopts a carefully planned curriculum and promotes outdoor learning and experiences. Children benefit from meaningful learning experiences that are planned using their interests. They enjoy learning about farmyards by reading books and building models of tractors. Their learning is extended by going on trips to a local farm to gain real-life experiences of the animals and farmyard vehicles. n The well-established key-person system helps to ensure that children are happy and settled. Children have good levels of concentration and form close friendships with their peers. They work as a team to set up the toy farmyard and

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need to do better?

pretend to cook food for their friends in the playhouse. n Staff track the development of all children. This ensures that they can plan for the next steps in children's learning. Effective partnerships with other professionals are improving staff's knowledge of how to support children, including those with special educational needs and/or disabilities. n The manager uses staff meetings to set group targets. However, systems for assessing the quality of teaching have not been embedded. Staff are not fully

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need to do better?

18 September 2019 encouraged to actively build on their professional development to further develop their practice. The manager does not keep herself and her staff up to date with new initiatives. n Parents are happy with the relaxed atmosphere that the staff create. They praise the staff for creating a 'family-feel learning environment for children to thrive in'. The pre-school has forged positive relationships with parents. However, systems for sharing information with parents about their child's development and providing ideas for how learning can be extended at home have not been embedded. n Children are becoming independent learners. They put on their wellies and coats to go outside, and pour their own drinks. Robust hygiene procedures are in place and children wash their hands and explain why they need to do so. Children help to grow fruit and vegetables in the outdoor area and enjoy picking and eating them when they become ripe. They develop a positive attitude to

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need to do better?

leading a healthy lifestyle and enjoy eating nutritious food at lunch and snack time. n Children make good progress from their starting points. They are working at a level typical for their age and gain the key skills needed for the next stage in their development and eventual move to school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have a good understanding of what constitutes a safeguarding concern. They understand the procedures to follow to protect children from harm. When appointing new staff, the manager follows thorough recruitment processes. This ensures staff are suitable and have the necessary skills to fulfil their roles in the pre-school. The manager plans to access further professional development opportunities to ensure staff are continuously up to date with new initiatives.

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should:

n build on arrangements for the professional development of staff, to even further enhance the standard of teaching n enhance systems for sharing information with parents about their child's development and providing ideas of how learning can be extended at home.

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Setting details

Unique reference number EY394621 Local authority Cheshire West and Chester Inspection number 10062176 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 2 to 3 Total number of places 26 Number of children on roll 8 Name of registered person Acton Bridge Pre-School Association

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reference number

Telephone number 07999633011 Date of previous inspection 5 November 2015

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Information about this early years setting

Acton Bridge Pre School Association registered in 2009. The pre-school employs four members of childcare staff. Of these, two hold an appropriate early years qualification at level 3, one holds level 2 and one holds qualified teacher status. The nursery opens every Monday, Wednesday, Thursday and Friday during term time. Sessions are from 9am until 3pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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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 spoke with staff and children during the inspection. n A joint observation was completed with the inspector and the pre-school manager. n The inspector held a meeting with the pre-school manager and the chair of the trustees. She looked at relevant documentation, including evidence of the suitability of staff working in the pre-school. n Several parents spoke to the inspector during the inspection and their views were taken into account.

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Inspection activities

We carried out this inspection 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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Inspection activities

18 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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