Bamford Pre-School CIC

Inspection of Bamford Pre-School CIC Bamford Community Centre, Dixon Fold, Rochdale OL11 5PP

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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 settle quickly in this warm and welcoming setting. There is a buzz of chatter as children eagerly join their friends and confidently choose activities. For example, children giggle as they take turns using the pretend camera and proudly talk about the photos they have taken.

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The provision is good

Children benefit from many opportunities to develop their independence, social skills and language in readiness for school. They show a can-do attitude. For example, during snack time, children make choices, carry plates and pour their own drinks. Children have ample opportunities to develop their social skills and they display positive behaviours.

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The provision is good

Expectations for all children are high. Children have developed strong bonds with the kind and nurturing staff. Interactions are responsive to children's individual needs. For instance, staff communicate with nonverbal children using visual prompts. This helps children to fully engage with the curriculum, which supports their learning.

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The provision is good

Following the COVID-19 pandemic, staff noticed that some children were a little delayed in their physical development. As a result, they extended the physical activities in the outdoor area to help children to develop their physical skills.

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need to do better?

n Partnership working is a strength. Parents share examples of practical support they receive. They say that staff go 'above and beyond' to support them with their children's behaviour and learning. This approach provides consistency for children and extends their learning at home. n Managers support staff well with training. This increases the qualifications of staff and also enhances children's learning through effective teaching. n The setting has forged strong links with the local school. They have taken on board suggestions to help children get ready for school. For example, children have regular opportunities to develop their self-care skills and make choices. This helps them to become independent learners ready for their transition to school. n As a result of the COVID–19 pandemic, staff noticed that children needed more support to develop their language, social skills and behaviour. Staff promoted

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need to do better?

these areas well through the curriculum, which helped children to catch up and make good progress. n The mathematics curriculum is not as sharp as other areas because staff do not consistently focus on what children need to learn next. For example, children draw around circles and squares and name these shapes confidently. However,

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need to do better?

29 April 2022 children who are more than capable do not have opportunities to learn about three-dimensional shapes. This does not fully challenge children and build on their existing prior knowledge. n Behaviour is good. Children have a secure understanding of the rules and boundaries. They consider each other's feelings and understand that their behaviour has an impact on others. Children are developing good social skills and form firm friendships with their peers. n Most aspects of the curriculum intent are clear and implemented consistently so that children make progress. However, targets are sometimes too broad and do not focus on the smaller steps that children need to achieve. For example, some activities lack focus on what children need to learn next. n Staff make changes to the curriculum where needed. For example, to support children's listening and attention, staff introduced a calming yoga session. This

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need to do better?

helped children to relax and focus. As a result, they now listen and engage in story time sessions, which supports their early literacy development. n Early years pupil premium funding is used appropriately. Additional sessions are offered so that the most disadvantaged children can benefit from the full curriculum. Staff also use the funding to buy practical items, such as additional clothing to support children's toilet training.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers and staff have a good understanding of how to keep children safe. They access regular safeguarding training, which keeps their knowledge up to date. Staff also know the signs and symptoms of abuse and action to take if they have concerns about a child's welfare.

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Safeguarding

Due to the effective partnership with the local school, staff access shared training. This partnership working supports consistency for vulnerable children as they make the transition to school.

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Safeguarding

The manager is confident in her role as the designated safeguarding lead. She follows the safer recruitment procedures to ensure that all staff are suitable to work with children. Staff also benefit from a comprehensive induction, which includes understanding the safeguarding procedures.

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Safeguarding

The manager and staff make sure the premises are secure so that children cannot leave unsupervised. Overall, children's safety is fully assured.

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should:

29 April 2022 n strengthen staff's knowledge of early mathematics so that they offer learning to build on children's existing knowledge n concentrate more sharply on identifying children's next steps in learning so that their learning is methodically planned and sequenced.

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Setting details

Unique reference number EY487155 Local authority Rochdale Inspection number 10233305 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 30 Number of children on roll 24 Name of registered person Bamford Pre-School CIC

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reference number

Telephone number 01706 657566 Date of previous inspection 13 September 2016

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Information about this early years setting

Bamford Pre-School CIC registered in April 2015. It is situated in Bamford, Rochdale. The pre-school employs four members of childcare staff. Of these, two hold an appropriate early years qualification at level 6 and one holds level 3. The pre-school opens Monday to Friday, term time only. Sessions are from 9am until 3pm. The pre-school provides funded early education for two- and three-year-old children.

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Inspection activities

n This was the first routine inspection the nursery received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager and noted that the setting worked with its linked site during the pandemic to enable services to carry on for key workers and vulnerable families. n The inspector observed an activity and evaluated this with the manager. n The inspector spoke to the managers, staff, parents and children at appropriate times during the inspection. n The manager conducted a learning walk and discussed with the inspector about how the provision is organised and the curriculum is planned and delivered and what children learn from this. n The inspector observed children indoors and outdoors paying attention to how effective the curriculum is for children's learning. n The inspector viewed some documentation, including training certificates and Disclosure and Barring Service information.

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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

29 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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