Bollington Pre School

Inspection of Bollington Pre School Water Street Centre, Water Street, Bollington, MACCLESFIELD, Cheshire SK10 5PB

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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 receive a positive start to their education at this pre-school. They eagerly arrive in the morning. A highly-engaging environment supports children's learning and development. Children show curiosity and explore their surroundings with confidence. They have access to a sensory room which provides a calming space that helps them to relax. Outdoors, children of all ages play together. They form strong friendship groups where younger children learn from the older ones.

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The provision is good

Children develop positive relationships with staff which helps them to feel settled and safe. Staff's interactions are thoughtful and sensitive to not disturb children when they are deeply engaged in play. Children learn through the support staff provide as children play. For example, as children build towers, they learn to count the number of bricks they use. Interactions such as these challenge children and help them to make good progress.

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The provision is good

Staff have high expectations for all children, in particular those with special educational needs and/or disabilities (SEND). Children listen to adults and follow instructions. Familiar routines help children to behave well. For instance, when children hear the tambourine, they know that it is time to sit on the rug. Children seek comfort from staff. For example, when children do not want to leave, a staff member reassures them that they will be coming back to pre-school tomorrow.

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need to do better?

n Staff have in depth knowledge of their key children. They understand where children are up to in their learning and use this information to decide what to work on next. This helps to ensure that children's knowledge and skills build over time. n Children are encouraged to develop their independence in a variety of ways. They wash their own hands and independently put on their own coats. Children develop the skills they need to thrive when they go to school. n Provision for children with SEND is exceptional. Staff are quick to identify when children may need additional support. The special educational needs and disabilities coordinator (SENDCo) attends training to help her to fulfil her role. She works closely with a range of other professionals and outside agencies. Children with SEND get off to a flying start. n Pre-school children develop their social skills as they eat their lunch together. Adults who eat close by engage them in conversation. This promotes children's

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need to do better?

communication and develops their mastery of positive social interactions in readiness for school. However, during mealtimes, staff working with toddlers do not consistently utilise opportunities to develop children's communication and social skills. This means that children's development could be extended further.

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need to do better?

27 April 2022 n Children are encouraged to consider and take appropriate risks. For instance, staff monitor children closely and remind children to be careful as they use real hammers to press flowers. They discuss how children can keep themselves and others safe. This also helps children to develop their confidence and self-esteem. n Children develop positive attitudes towards one another. They demonstrate good manners. For example, children sing and sign the 'please and thank you' song before meals. The setting has a culture of equality. Children understand that they are all unique and differences are celebrated. For instance, all staff have attended a 'sing and sign' course. They now sign regularly and they are teaching children this new skill. This helps to support the inclusive environment where all children feel like valued members of the group. n The manager is passionate about developing the setting and strengthening the

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need to do better?

impact it has on children. She acts with integrity to ensure the setting continually improves. The staff team praise the support they receive from the manager. Mandatory training is kept up to date. Members of the committee are experienced and knowledgeable. They understand their roles and provide support to management. n Additional funding is used to provide extra support when needed. This has a profound impact on children's progress. Children's progress is monitored closely. Staff plan next steps that focus sharply on what is achievable.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All staff attend training so that their safeguarding knowledge is up to date. They know what steps to take if they have any concerns. Staff count children as they move inside and outdoors to make sure they know where every child is. Children are supervised at all times. Risk assessments are completed to identify hazards so that they can be eliminated or reduced. For example, the area around the outdoor sandpit can become slippery. Staff are vigilant in making sure it is cleared regularly. The setting shares information with parents about online safety to help keep children safe when they access the internet.

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should:

n support staff to successfully extend younger children's communication and social skills through every day routines.

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Setting details

Unique reference number EY452060 Local authority Cheshire East Inspection number 10235937 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 73 Number of children on roll 55 Name of registered person Bollington Methodist Pre-School Committee

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reference number

Telephone number 01625 400128 Date of previous inspection 26 January 2017

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Information about this early years setting

Bollington Pre School registered in 2012. The pre-school employs 10 members of childcare staff. Of these, seven hold appropriate early years qualifications, including two at level 6 and five at level 3. The pre-school opens from Monday to Friday, during term time. Sessions are from 8am until 5pm. 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 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 together of all areas of the pre-school and discussed the early years curriculum. n Children communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the pre-school. n The SENDCo spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning.

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Inspection activities

n The inspector carried out a joint observation with the manager. n Parents shared their views of the pre-school with the inspector. n The manager provided the inspector with a sample of key documentation on request.

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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 April 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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