Wallisdown Pre-School

Inspection of Wallisdown Pre-School Saint Saviour's Mission Church, Scott Road, Poole, Dorset BH12 5AT

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

The curriculum covers the seven areas of learning, to provide children with a balance of experiences that also follow their interests. At times, children engage well as they explore and learn to take safe risks. The focus of the curriculum is on children's personal, social and emotional development, for children to develop positive relationships and respect themselves and others. However, in practice, this is not successful. Frequently, many children are disruptive and unkind to others. They do not receive consistent or effective support from staff to help them learn to manage their behaviour and understand their feelings. During these times, children do not engage in beneficial learning.

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The provision requires improvement

Children have good opportunities to be independent, helping them to gain some skills in preparation for moving on to school. They learn to use the toilet and handwashing facilities unaided. When they have their snack, children receive good support from staff to pour their drinks, and to put on boots and outdoor clothing when they go to play outside.

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The provision requires improvement

Staff are caring and sensitive towards the children, and know their individual needs well. However, they do not always put this to best use, to engage children in activities that will help them to achieve their next steps. Frequently, the quieter and less challenging children do not receive any input or support from staff, but lead their own learning for a lot of the time.

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need to do better?

n Staff do not manage children's challenging behaviour effectively to ensure children learn what is expected of them and why. Children receive inconsistent messages. At times, staff ignore the disruptive behaviour, meaning children carry on running around, throwing toys, and pushing and lashing out at others. On most occasions, staff do tell children that what they are doing must stop, but they do not always manage it in a way that results in children adapting their behaviour and engaging in worthwhile learning. n Staff do not teach children successfully about the setting's golden rules. Children do not receive the support they need to help them express themselves or manage their behaviour positively, and understand and manage their feelings and emotions. Staff do not do enough to help children to learn to take care of their play environment and the resources. n With good support from staff, children become confident and seek activities that

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need to do better?

spark interest and encourage them to follow their own ideas. For example, children explore and investigate the qualities of dried rice and learn to pour it into different-sized containers. n Children enjoy books with staff. Staff use this one-to-one time well to develop

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need to do better?

18 November 2019 and increase children's vocabulary, encouraging them to talk about what they see and understand. n Children develop increasing control of their larger movements. They use the large soft blocks and shapes to make an obstacle course. As they gain confidence in their abilities, they move the blocks to provide more challenge, so they learn to jump and balance with control. Staff do not always support the children well to learn to take turns though. n At times, when staff are not busy managing children's challenging behaviour, they engage well with the children, helping them to achieve, for example, when building with blocks or making tall towers with connecting shapes. During these times, children concentrate well and enjoy their learning. However, staff input is not consistently applied throughout the session. At times, children do not get the attention and extension they need to help them progress, especially the quieter

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need to do better?

ones. n The manager supports staff well to attend training, which has resulted in staff accurately assessing the children and identifying any specific needs. This is helping them to recognise when they need to liaise with other agencies to get children the additional support they need. n There are good partnerships with parents. Staff involve parents well to support their children's learning at home, for example, to read books and encourage children's speech and language. Parents feel well informed of their children's progress. n Staff do not use routines and familiar activities as well as they could, to promote children's positive behaviour, and enable children to benefit from the learning they need. During some of the routines, children do not engage, listen or take part, such as at lunchtime, circle time and tidy-up time, when they wander off and some become disruptive.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff are clear about the signs and symptoms of abuse and what to do when concerned. They know the children well and are alert to any changes that might concern them. They report any concerns promptly, to ensure children and families receive the input they need. Staff ensure children can play in a secure environment and that no one can enter the hall without their knowledge. They monitor the environment and constantly sweep and clear up toys from the floor. The manager follows safer recruitment procedures to ensure the suitability of the staff she employs.

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Due date

improve staff skills in managing children's challenging behaviour more effectively, so that children understand and follow expectations to be kind, respectful and caring of others, themselves and the environment. 20/12/2019

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should:

n help children to recognise and manage their feelings and emotions to express themselves in a positive way n make better use of what staff know about the children's individual needs, to help children participate in and benefit from targeted activities and support, to achieve their next steps n make better use of routines and familiar activities so that they meet the children's needs, and ensure they help children to learn to behave during these times, and to engage, listen and take part.

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Setting details

Unique reference number EY547877 Local authority Bournemouth, Christchurch & Poole Inspection number 10109066 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Voluntary Childcare Register Day care type Sessional day care Age range of children 2 to 4 Total number of places 20 Number of children on roll 13

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Name of registered person

First Friends Wallisdown Pre-School Partnership

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reference number

Telephone number 07826040775 Date of previous inspection Not applicable

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Information about this early years setting

Wallisdown Pre-School registered in 2017. It is also known as First Friends Pre- school. The pre-school is privately owned and operates from Saint Saviour's Mission Church Hall in Poole, Dorset. It operates each weekday during term time only from 9am to 1.30pm, with a breakfast club from 8.30am. The pre-school is funded to provide free early education for two- and three-year-old children. There is a team of three staff working with the co-owners/manager. Of these, three have an early years qualification at level 3 and one at level 2.

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Inspection activities

n The inspector observed the quality of staff teaching and children's levels of learning throughout the session. n The inspector spoke with parents, staff, children and the manager as part of the inspection. n The manager and the inspector undertook a joint observation, to assess the effectiveness of teaching and leadership skills. n The inspector looked at a sample of documents and records.

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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 November 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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