Mayfield Pre-School

Inspection of Mayfield Pre-School Mayfield County Primary, St. Leonards Road East, Lytham St. Annes, Lancashire FY8 2HQ

p.1

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

p.1

The provision is outstanding

Children are articulate and communicate extremely well. They learn new vocabulary through sharply focused interactions planned by staff. Children develop a love of reading through staff's inspiring and engaging storytelling. Children are excited in anticipation of another story. As a result of a highly personalised curriculum, children learn a wide variety of skills, including problem-solving. For example, children use magnets, working together to master mathematical skills. Staff offer an abundance of praise and encourage children skilfully. Because of this, children build their self-esteem and self-confidence to very high levels. Children have a can-do attitude and show extremely high levels of concentration. For example, during group activities, all children are engaged and listen intently with focus. Consequently, all children make excellent progress, including those with special educational needs and/or disabilities (SEND) and those in receipt of

p.2

The provision is outstanding

Children thrive at this exceptional pre-school. Their learning needs and well-being are at the centre of everything the staff do. Children are confident, talkative and clearly love attending the pre-school. Staff recognise that some children have needed more support with their emotional well-being during the COVID-19 pandemic. As a result, they hold skilful conversations in the feelings den and during story times. Staff develop excellent opportunities for children to talk about their feelings and emotions and build their emotional resilience. Children identify their mood on the feelings chart to communicate how they feel each day. Children know how to help themselves if they are feeling sad or worried. They learn ways to deal with their feelings, including 'stretching them off' during yoga or 'having a hug' with the feeling bears.

p.2

need to do better?

n The highly skilled, well-qualified and experienced staff work together exceptionally well as a team. They are confident, dedicated and passionate about their work. Staff are meticulous in the way they plan and implement the curriculum. For example, they skilfully observe children and use this to continually build on what children know and can do. Staff see every opportunity as a learning experience. When toddlers go on a bug hunt, staff encourage them to use their emerging literacy skills and find the same bug as that in a book. This interest is further explored when children discover mathematical concepts, for example as their woodworm burrows 'under' and 'over' the wood. This results in children being highly engaged in what they are doing. n Children with SEND receive excellent support. The manager, who is also the special educational needs and disabilities coordinator (SENDCo), quickly identifies gaps in children's learning and implements strategies swiftly to support

p.2

need to do better?

21 April 2022 individual needs. She accesses external services, such as speech and language support and other health professionals, to initiate targeted support. The SENDCo liaises with parents about children's individual learning plans, and parents provide useful information from specialists to support curriculum planning. This helps to narrow any gaps in children's development and provides an extremely consistent approach to support children's learning. n Children benefit from excellent opportunities to explore nature and access fresh air and exercise daily. Children's learning flows seamlessly between indoors and outdoors. They develop balance and coordination as they climb on outdoor equipment. Children exercise their smaller muscles as they enjoy 'dough disco'. This helps to strengthen fingers in readiness for early writing. Children access the on-site school field and hall for physical education and expressive dance

p.2

need to do better?

classes. They visit the beach to explore the sand and look for shells and pebbles to use for creative art. Staff support children's physical development extremely well. n Staff help children to understand and appreciate the world beyond their immediate family and community. They promote inclusion and avoid gender stereotyping when planning activities. For example, staff learn about children's cultures from their parents when children start. This is reflected in pre-school life. Children learn about cultures which are different to their own and about international children, for example when parents visit with traditional clothes and explain new languages. n Staff all work tirelessly in their roles, including any additional responsibilities they take on. Their focus is to always do whatever is best for each child and their family and to ensure that children receive the very best support at the earliest

p.3

need to do better?

opportunity. This considerably increases the rate of progress children make. Parents value the close bonds their children have with staff. Parents share information and photos of many aspects of children's home lives. Staff use the photos and information to support children, for example linking up with parents who live overseas. This enables staff to support all families swiftly and uniquely.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Children's safety and well-being are highly prioritised throughout the pre-school. Staff ensure that the environment is free from risk, safe and secure. Children learn about road safety and how to follow instructions to keep themselves safe on walks in the local area. There is a strong culture of safeguarding in the pre-school. Regular safeguarding training and ongoing reflection at staff meetings ensure that staff's knowledge and understanding are up to date. Staff are confident in identifying signs that may indicate a child is at risk of harm and they know who to speak to for advice. The manager implements robust and comprehensive recruitment procedures. These include stringent background checks and a thorough induction process to ensure that children are cared for by suitable adults.

p.3

Setting details

Unique reference number EY281724 Local authority Lancashire Inspection number 10109881 Type of provision Childcare on non-domestic premises

p.4

Registers

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

p.4

inspection

Total number of places 28 Number of children on roll 31 Name of registered person Crowther, Bonita Julie

p.4

reference number

Telephone number 01253 789 111 Date of previous inspection 6 January 2015

p.4

Information about this early years setting

Mayfield Pre-School registered in 2004. The pre-school employs four members of childcare staff. Of these, three hold a qualification at level 3 and one holds a qualification at level 4. The pre-school opens Monday to Friday, term time only. Sessions are from 8.30am until 11.30am and 12.30pm to 3.30pm. The pre-school provides funded early education for two-, three- and four-year-old children.

p.4

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 accompanied the inspector on a learning walk of the setting. She discussed the curriculum they provide and how this is arranged with the inspector. n The inspector completed a joint observation with the manager, and they discussed the impact of teaching on children's learning. n A number of parents spoke to the inspector and their views were taken into account. n Relevant documentation was reviewed by the inspector, including evidence of the suitability of staff working at the setting. n The inspector held discussions with staff and children at appropriate times throughout the inspection.

p.5

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.

p.5

Inspection activities

21 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6