Wise Owls Pre-School

Inspection of Wise Owls Pre-School Woodlands Park Methodist Church, Woodlands Park Road, Maidenhead, Berkshire SL6 3NW

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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 Not applicable

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The provision is good

Children are happy and content at the pre-school. They demonstrate that they feel safe as they access toys and resources within their indoors and outdoors play areas. Children are busy and engaged and have fun playing games and exploring with their friends. For example, children show great delight as they turn over logs in the garden to expose creatures. They collect spiders, slugs, worms and wood lice and further investigate them with magnifying glasses. Staff expertly widen the children's learning as they provide them with reference books displaying photographs of the creatures. They compare the creatures and excitedly comment that the spider is a 'hiding spider'. Daily physical development sessions give children the chance to observe and discuss the effects that exercise has on their bodies. They learn about different foods and the importance of making healthy choices. Children are very well supervised and supported to take risks safely.

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The provision is good

There is a clear curriculum to support children's learning and they make good progress over time. Children participate in their learning well and staff join in their play with enthusiasm. Staff implement the curriculum securely and children are suitably challenged to extend their learning. Children who need extra help in their learning receive appropriate support. For example, staff use picture cards to help promote communication with them, to enable them to follow the timetable and know what is going to happen next.

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need to do better?

n The manager makes sure that the pre-school is inclusive and welcomes all children. Staff ensure individualised care and learning plans are in place for children with special educational needs and/or disabilities (SEND). They liaise with external professionals, such as educational psychologists and speech and language therapists, to support children further. The manager uses additional funding to support children at the times that they need it. For example, staff use funding to provide additional help and provide specialised resources. n The manager has ensured that flexible settling-in visits have continued throughout the COVID-19 (coronavirus) pandemic. There are very strong partnerships with parents. Despite the restrictions due to the COVID-19 pandemic, staff make sure that they are available to speak to parents each day. They keep parents well informed about their children's development. Parents are

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need to do better?

extremely complimentary about the nursery. They particularly comment on the care and support that staff provide for children with SEND. n Staff seek information from parents when their children start at the setting. However, parents are not fully involved in identifying what children know and can do when they start, to enable key persons to plan for children's next steps in their learning and development.

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need to do better?

7 October 2021 n Leaders place high priority on staff well-being. Staff are happy and feel well supported in their roles. They have regular access to training and opportunities to share their views and opinions. Training is targeted to maximise support for children's individual needs. For example, recent training, to support children who may be on the autistic spectrum, has enabled staff to target their learning and development more effectively. n Staff are interested in what children are doing and talk to them as they play and explore. Staff offer suggestions to children that help them think about what they are doing. For example, as children make marks on black paper with brightly coloured chalks, staff encourage them to think about how colours change as they are mixed together. Children concentrate for long periods of time and are inspired as they rub the chalk with their hands to make patterns. n Staff promote children's language and communication effectively. For example,

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need to do better?

staff working with young children position themselves and children appropriately. This enables children to see their facial expressions and mouth shape as they talk and use sign language with them. Older children listen to staff reading stories. n Staff have high expectations for the children's behaviour. They reinforce rules and boundaries, such as the importance of not running indoors and the importance of being kind and considerate towards one another. n Staff consistently structure the curriculum to support and build on what children already know. When children become interested in their play, staff use this opportunity to challenge children's thinking and ask probing questions. However, on occasion, staff do not manage the routine as effectively as possible, to ensure it does not interrupt children's involvement in the activities they are enjoying.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have a good awareness of their roles and responsibilities to safeguard children. They are confident in recognising the signs and indicators of abuse and the procedures to follow should they have a concern about the welfare of a child. The management team ensures that all staff undertake regular training to keep their safeguarding knowledge and skills up to date. Comprehensive recruitment procedures are in place to ensure that staff are suitable to work with children. Staff follow effective procedures to deal with any accidents and incidents, to promote children's safety and welfare. They know that they can make a referral to their local safeguarding partners if managers do not act promptly on their concerns. Staff are aware of their responsibility to pass on concerns about the conduct of other members of staff.

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should:

7 October 2021 n build on existing procedures to gather more detailed information from parents about what their children already know and can do when they first start at the setting n adopt a more flexible routine, allowing for children to follow their interests and expand on their learning by completing activities.

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Setting details

Unique reference number 2516426 Local authority Windsor and Maidenhead Inspection number 10207924 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 32 Number of children on roll 11 Name of registered person Wise Owls Club Limited

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reference number

Telephone number 01628 829 328 Date of previous inspection Not applicable

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Information about this early years setting

Wise Owls Pre-School registered in 2019. The pre-school employs seven members of childcare staff. Of these, six hold appropriate early years qualifications at level 3. The pre-school opens from Monday to Friday during term time only. Sessions are from 9.15am until 1.30pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager and inspector completed a learning walk across all areas of the nursery to understand how the early years curriculum is organised. n The inspector observed staff's interactions with the children during indoor and outdoor activities and assessed the impact this has on the children's progress and achievements. n The inspector carried out a joint observation with the manager and discussed the children's progress and achievements. n A sample of pre-school documents were reviewed by the inspector. This included evidence of staff suitability and training. n Parents spoke to the inspector, who took account of their views.

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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

7 October 2021 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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