Worth Pre-School Ltd

Inspection of Worth Pre-School Ltd Birch Road, Poynton, Cheshire SK12 1QA

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Overall effectiveness Inadequate

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

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The provision is inadequate

The management team does not ensure that the safeguarding policies and procedures are implemented effectively, particularly in relation to the use of photographs and technology. This leaves children vulnerable. While devices such as personal mobile phones are stored securely away from children, another device with similar capabilities is freely accessed by all staff. They use this device throughout the day in the presence of children. Members of the management team do not have the knowledge to understand the capabilities of this device. Therefore, they are unable to identify and manage the risks it poses effectively, to help protect children from possible harm.

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The provision is inadequate

Staff do not implement robust hygiene practice to help prevent the spread of infection. For example, they do not teach children to wash their hands after blowing their nose or 'catching' their coughs. This gap in hygiene practice also means that children are not always learning the links between some good hygiene practices and good health.

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The provision is inadequate

Relationships between staff and children are warm, supportive and genuine. Staff know their key children very well and plan individualised, suitably challenging activities to aide their progression. The quality of teaching is mostly good and, as a result, children are curious, eager learners who demonstrate impressive focus. For example, children are delighted to share their feelings and news during morning circle time. They wait patiently for their turn, respectfully listen to their peers and offer helpful opinions and commentary.

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need to do better?

n Members of the management team have failed to identify gaps in their own knowledge, specifically regarding technology. As a result, they have been unable to effectively risk assess a device used by staff and implement an effective safeguarding procedure. Staff and the management team use this device to take pictures of children and play music. However, the device also has full, unfiltered internet access and is not protected by a password, or robustly monitored, which leaves children vulnerable. n Children behave very well. They are kind and caring as they invite visitors to join in with group activities, so they do not 'feel left out'. Children demonstrate an eager approach to learning through their impressive focus and engagement with both planned and spontaneous activities. n Children's early literacy skills are mostly well promoted. In the main, staff provide high-quality support and teaching which is differentiated to meet the

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need to do better?

individual needs of children. For example, younger children begin to recognise their names, while older children confidently sound out the letters within their

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need to do better?

22 October 2019 names. Older children further support their younger peers by pointing out sounds within their names too. While children show a keen interest in the sounds that letters make, very occasionally, staff do not teach this aspect of literacy in the best possible way. n Staff encourage children to be independent. Children enjoy selecting and pouring their own art supplies, such as glue and paints. They delight in taking on small roles, for example that of 'tidy up monitor', which supports children's behaviour as they automatically pause their own play to tidy up accidental messes, such as knocked over jigsaw boxes. These positive behavioural attitudes support children to be independent learners in school. n Staff do not always role model good hygiene practice. For example, they do not always clean toys that have been coughed on or wash their own hands after helping children with hygiene needs. They teach children to 'catch' their coughs

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need to do better?

and wipe their noses, but do not encourage them to wash their hands after. This means children do not learn some links between self-care practice and good health. n Members of the management team use additional funding thoughtfully to promote attendance and support children's individual needs. Furthermore, they support staff to plan targeted activities to diminish any identified gaps in children's learning. This means that all children, including the most disadvantaged children and those with special educational needs and/or disabilities, make good progress from their starting points. n Children begin to take calculated risks in their play. For example, they climb ladders outdoors and use binoculars to look for birds in the nearby trees. Children check the area for dangers, hold on tight while they move higher and understand that they need an adult to hold the ladder steady. This helps to support children's physical development and promotes their critical thinking

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Safeguarding policies are not implemented effectively and consistently, leaving children vulnerable. The management team has failed to identify some safeguarding risks within the setting, which compromises children's safety and well- being. Staff and management regularly use a device which has unfiltered internet and camera functions while caring for children, without recognising the possible risks of harm. Staff can confidently identify signs and symptoms which may indicate a child is being abused. They understand the steps to take should they have concerns for the welfare of a child or an allegation against another member of staff.

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Due date

ensure the safeguarding policies and procedures for the use of digital technology, cameras and internet access within the setting are understood and implemented by managers and staff 27/10/2019

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Due date

ensure managers and staff understand, identify and manage the risks associated with the use of digital technology, cameras and the internet within the setting 27/10/2019

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Due date

ensure staff implement effective hand hygiene procedures to help prevent the spread of infection and promote children's good health. 27/10/2019

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should:

n strengthen the teaching for literacy and help all staff understand the most effective ways of helping children learn about the use of letter sounds.

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Setting details

Unique reference number EY439672 Local authority Cheshire East Inspection number 10109905 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care Age range of children 2 to 4 Total number of places 26 Number of children on roll 35 Name of registered person Worth Pre-School

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reference number

Telephone number 01625 873669 Date of previous inspection 3 February 2015

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Information about this early years setting

Worth Pre-School Ltd registered in 2011. It operates from 8.15am to 5pm, Monday to Friday, during term time only. The setting employs seven members of staff. Of these, four hold level 3 qualifications and two hold level 6. The setting offers funded early education for three- and four-year-old children.

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Inspection activities

n The manager and the inspector discussed the quality and organisation of the curriculum during a learning walk. n Children and staff provided the inspector with feedback about their experiences at the setting. n A joint observation of practice was conducted by the manager and the inspector, who then discussed the quality of teaching and the impact this has on children's development. n The inspector observed the quality of teaching, both indoors and outdoors. n Discussions were held between the manager, the deputy manager and the inspector throughout the inspection.

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Inspection activities

22 October 2019 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

22 October 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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