Condover Pre-School

Inspection of Condover Pre-School Condover Pre-School CIO, Condover, Shrewsbury, Shropshire SY5 7AA

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Overall effectiveness Inadequate

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

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The provision is inadequate

Although children demonstrate that they feel safe and secure in their surroundings, their safety is not adequately assured. Trustees lack knowledge of their responsibility to notify Ofsted of changes to the nominated individual/manager. They have failed to complete documentation to ensure that the relevant checks have been carried out by Ofsted to determine the suitability of some of the trustees who are involved in the recruitment process.

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The provision is inadequate

Children are greeted by staff at the door with a friendly smile and a welcoming manner. Children enter the setting confidently and readily engage in conversations with staff and their peers. Parents drop off children at the main door, an adaptation that has been introduced in response to the COVID-19 pandemic.

p.2

The provision is inadequate

Children have access to a wide range of resources. They engross themselves in play and enjoy telling staff and their peers about what they are doing. Children are developing their imagination and problem-solving skills. For example, they work out how to build a home for their toy animals out of wooden blocks and other resources.

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The provision is inadequate

Children are confident. They persevere and are keen to try new things. They are supported by staff who know them well and are attentive to how they are feeling and their personal needs.

p.2

need to do better?

n The acting manager, who was previously the deputy, has worked hard, in the two weeks that she has been in post, to bring the staff team together after a period of change and to provide consistency for the children. This has been supported by the trustees. There is a clear vision for the curriculum, that is shared and continually developed by the staff, children, parents, and trustees. Staff attend professional development courses to ensure their knowledge is kept up to date. n Staff work closely with the school and other settings children also attend. They meet with the teaching staff to discuss the skills that will support the children when starting school. This feeds into the pre-school's curriculum planning and is evident in their strong focus on communication and language, and personal, social, and emotional development. n On the whole, children behave well. They understand the rules and routines of

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need to do better?

the pre-school and respond to instruction. For example, when being reminded to use walking feet inside or being asked to line up to wash their hands for snack. However, there are times when children are standing or sitting for extended periods while waiting for their peers. This results in some children losing

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need to do better?

27 January 2022 concentration and quickly becoming restless. n Children demonstrate a positive disposition to learning by actively engaging in activities that extend their knowledge, such as differentiating the initial sounds of words. They show perseverance. For example, when completing a jigsaw or sweeping up bark that is blowing around outside. n Staff have a good knowledge of all the children, including those with special education needs and/or disabilities. They have begun to introduce signing, and use assigned funding to support better outcomes for those who receive it. Staff work well with parents and external agencies. However, with the recent change in staff, the key-person system is not yet embedded fully to ensure that all parents know who their child's key person is. n Parents speak highly about the pre-school. They comment about the caring, relaxed atmosphere and the knowledge that the staff have of their children's

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need to do better?

developmental needs. They welcome suggestions from the staff for activities to support their children's learning and development at home. For example, support and guidance through the process of toilet training, or activity suggestions for children who need help developing their fine motor skills. n Children are learning about what makes them and others unique. They are developing independence. For example, staff actively encourage them to put on their coats without support. They understand the need for good hygiene practices, such as washing their hands after wiping their nose or before having snack. Staff encourage children to make healthy choices. For example, children are encouraged to bring in fruit to share on their birthdays rather than cake.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The trustees have failed to notify Ofsted of changes in the nominated individual, who was also the manager. In addition, some of the trustees have not submitted the appropriate consent forms to allow Ofsted to complete suitability checks on them. While they do not have direct contact with the children, some trustees have been involved in decisions regarding recruitment of staff, when their own suitability has not been verified. That said, they do not carry out recruitment alone, so the impact of this on children is somewhat minimised. Staff working with children have a robust knowledge of the signs and symptoms of abuse, types of abuse, and the procedure to follow if they have a concern about a child in their care. Staff carry out ongoing risk assessments with the children while they play and have systems in place to identify hazards and minimise risks.

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Due date

27 January 2022 ensure all trustees submit appropriate forms to Ofsted to allow suitability checks to be carried out. 28/02/2022

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should:

n review the organisation of daily routines, so that children are always fully engaged, and their learning is not disrupted n embed the key-person system fully and keep parents informed of who their child's key person is.

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Setting details

Unique reference number 2565533 Local authority Shropshire Inspection number 10219611 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.5

inspection

Total number of places 20 Number of children on roll 28 Name of registered person Condover Pre-School CIO

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reference number

Telephone number 01743873518 Date of previous inspection Not applicable

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Information about this early years setting

Condover Pre-School registered in 2019 and is located in Condover, Shropshire. It is open Monday to Friday, term time only, from 9am until 3.30pm, with 'early bird' opening from 8.45am. The pre-school has three members of staff, all of whom hold appropriate level 3 qualifications in childcare. The pre-school provides funded early years education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken this into account in their evaluation of the setting. n The manager and the inspector completed a learning walk together and discussed the early years curriculum. n The inspector talked to children, staff and parents at appropriate times during the inspection and took account of their views. n The inspector held a meeting with the manager and a trustee about the leadership and management of the setting. The manager showed the inspector documentation to demonstrate the suitability of staff. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on the children's learning. n The inspector carried out a joint observation of a group activity with the manager.

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Inspection activities

n The inspector observed the interactions between staff and children.

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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

27 January 2022 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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