Park Pre-School

Inspection of Park Pre-School 125 High Street, Westtown, DEWSBURY, West Yorkshire WF13 2QG

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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 are happy and settled at Park Pre-School. They enjoy their time in the setting. Children have secure attachments with well-qualified and experienced staff who get to know children's individual personalities well. The pre-school is organised to promote children's confidence and independence. Children move freely around the indoor and outdoor environments choosing from the wide selection of activities on offer. Children display positive attitudes towards play and learning.

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The provision is good

The pre-school has a community feel and is welcoming and inviting. Managers and staff have a thorough understanding of their local environment and the needs of families. They support parents successfully to access nursery funding and to ensure children have places in school. Managers work closely with parents to develop children's positive behaviour and to promote tolerance and respect. Children behave well and are polite.

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The provision is good

Managers and staff have high expectations for all children. Children with special educational needs and/or disabilities are supported extremely well. Staff work closely with parents and a range of professionals to make sure children receive the support that they need.

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need to do better?

n Managers and staff work well together and plan a variety of activities and experiences that help children to achieve in their learning. They find out what children know, understand and can do through their observations and assessments. Staff identify any gaps in children's learning and plan to close these swiftly. n Staff use children's interests as a starting point when planning activities to engage and ignite their curiosity. Children enjoy a varied curriculum. However, occasionally staff interrupt children's play, concentration and explorations. One example of this is when they encourage them to take part in different routines and group activities. n Staff are good role models. They interact positively with children and encourage them to share and take turns with resources. Children delight in rolling balls down tubes outside. Staff skilfully ask children questions to enhance their communication and thinking skills. Children show pride in their achievements.

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need to do better?

They celebrate as the balls move down the tube and land in the water with a splash. n Staff support children's communication and language well overall. Children benefit from hearing a rich variety of language which helps them to develop their speech and vocabulary. However, staff do not consider the increasing noise levels. These have an impact on children's listening and attention skills and their

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need to do better?

5 February 2020 ability to concentrate and engage in activities. n Children's independence is promoted well. They successfully meet their own health and self-care needs and develop skills they will need for the future. Children are able to put their own outdoor clothes on before going to play in the pre-school's garden. n Children have plenty of opportunities to play outside and get fresh air daily. They have access to a range of resources which help to develop their physical skills. For example, children paint on a large easel outside. They make horizontal and vertical movements using their whole arm. n Partnerships with parents are good. Parents are involved in the setting in a range of ways. They attend weekly stay-and-play sessions and workshops, receive termly newsletters and find out about their child's development through daily feedback. Parents speak highly about the setting and praise the dedicated

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need to do better?

and hard-working manager and staff. n Managers and staff reflect on the setting and are keen to make improvements which will enhance children's experiences. Staff undertake regular training and development opportunities which positively impact on the setting. For example, staff have introduced a daily exercise or yoga session with the children. This follows training about promoting physical development and mindfulness. n The manager monitors staff performance well. She supports staff through completing regular supervisions, observing their practice and giving feedback to enhance their skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All staff know what signs and symptoms might indicate a child is at risk of harm. They understand how to identify and report any concerns they may have about a child's safety or welfare. The manager ensures staff keep their knowledge up to date and all staff are aware of wider child protection issues. When appointing new staff, the manager follows safer recruitment procedures to ensure that staff are suitable and have the skills they need to fulfil their roles. Staff regularly risk assess the environment and remove any potential hazards to make sure that it is safe for children to use.

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should:

n give children more time to follow their own interests in their play to support their engagement fully n support children consistently to develop their listening and attention skills, to help them to focus and concentrate during play.

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Setting details

Unique reference number EY468421 Local authority Kirklees Inspection number 10075555 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 34 Number of children on roll 35 Name of registered person Pandor, Safira

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reference number

Telephone number 07850 762391 Date of previous inspection 8 June 2016

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Information about this early years setting

Park Pre-School registered in 2014. The pre-school employs 10 members of childcare staff. Of these, nine hold appropriate early years qualifications at level 3 or above, including two at level 5 and one at level 6. The pre-school opens from Monday to Friday during term time only. Sessions are from 8.30am until 11.30am and from 12.15pm until 3.15pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector and the manager completed a learning walk across all areas of the pre-school to understand how the early years provision and the curriculum are organised. n A joint observation was carried out by the inspector and the pre-school manager. n The inspector spoke with staff and children at appropriate times during the inspection. n The inspector spoke to a number of parents and considered views. n A meeting was held between the inspector, pre-school manager and owner. The inspector looked at a sample of the setting's documents. This included evidence of staff suitability and training.

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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

5 February 2020 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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