Carelovelearn At St Oswalds

Inspection of Carelovelearn At St Oswalds St. Oswalds Primary School, Council Avenue, Ashton-In-Makerfield, Wigan, Lancashire WN4 9AZ

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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 arrive at the setting happy and ready to learn. They meet familiar adults with smiles and cheerful greetings. Children are keen to start their day with a 'wake-up and shake-up' session. They join in with gusto as they move their bodies to the music and copy actions. This helps to get children energised for their busy day ahead.

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The provision is good

There are a wide range of activities and learning opportunities available. Children become immersed in their play, supported by interested adults who work at their level. Children develop secure attachments with their key persons. This helps give them the confidence they need to explore their inviting environment. For example, children independently select activities, such as painting, which keeps them motivated and engaged. The children happily talk to the adults about their families and relate their home experiences to what they do in the setting. The children display good behaviour. They follow the routine of the day and demonstrate positive attitudes by sharing resources and space.

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The provision is good

Following the COVID-19 pandemic, staff have identified gaps in children's communication and language. As a result, children benefit from lots of opportunities to develop these skills through stories, rhymes and songs.

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need to do better?

n Staff are highly attuned to the individual needs of the children. Children with developing attachments are invited to attend the summer-holiday club. This helps them to maintain strong connections with the pre-school staff. n The setting has excellent links with the primary school they are based in. This partnership working has helped to provide smooth transitions for children. For example, children moving into Reception are familiar with the staff and school environment. n Parents are full of praise for the staff. They state how they have seen their children flourish while attending the setting. For example, a parent commented that the setting has 'absolutely amazing staff' and that their child has 'really come out of their shell.' Parents feel their children are confident and happy due to the support provided by the staff. n Managers have a clear and ambitious vision for providing high-quality education

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need to do better?

to all children. However, the curriculum is not yet fully embedded and consistent. For instance, staff are not always clear on how to plan and implement activities effectively. Consequently, not all learning opportunities build on children's prior knowledge. n The leaders have highlighted areas for further development. Following the pandemic, the provider had difficulty recruiting and developing the staff team.

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need to do better?

21 July 2022 The leadership has made good recovery and has a team that is gelling well. Staff articulate that they feel supported by induction processes that the setting has in place and know who to ask for help or guidance if necessary. This has a positive impact on the children. n Children with special educational needs and/or disabilities are well supported. Staff support parents and make referrals for additional support quickly. While waiting for external support, the manager ensures staff support children with strategies that meet their individual learning needs. n Children benefit from lots of opportunities to develop their physical skills. They access the 'trim trail' and large playground during timetabled slots with the school. n Staff are good role models and have high expectations for children's behaviour. Children share and take turns during their play and staff praise children regularly. This supports children's understanding of being kind to each other.

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need to do better?

n The learning environment is set up to support children to make independent choices. However, there are gaps in the curriculum. This means children do not have opportunities deepen their knowledge during independent play. For example, children have been exploring the story 'Room on the Broom', and opportunities to develop ideas are not available in the wider environment.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff are trained in safeguarding. They are fully aware of what they must do should they have concerns about a child's welfare. Staff also demonstrate a good understanding of what to do and who to contact if there are concerns about any member of the staff team. The setting's safeguarding lead and school leaders work harmoniously to ensure children's safety and well-being. Effective recruitment and induction procedures are carried out. This ensures children are cared for in a safe environment.

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should:

n improve the sequencing of the curriculum to help build on children's prior knowledge and skills n support staff to further enhance the quality of their teaching.

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Setting details

Unique reference number 2533903 Local authority Wigan Inspection number 10208528 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 54 Number of children on roll 22 Name of registered person Morris, Susan

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reference number

Telephone number 07732092666 Date of previous inspection Not applicable

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Information about this early years setting

Carelovelearn at St Oswald's registered in 2019. The setting employs 11 members of childcare staff. Of these, 10 staff members hold an appropriate early years qualification at level 2 or above. The setting is open Monday to Friday, from 7.30am until 6pm, 51 weeks of the year. The setting provides funded early education for two-, three- and four-year-old children. The setting provides a breakfast club, after school club and holiday provision.

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Inspection activities

n This was the first routine inspection the childminder received since the 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 the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Staff spoke to the inspector during the inspection. 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. n The inspector carried out a joint observation of a group activity with the manager. n Parents shared their views on the nursery with the inspector.

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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

21 July 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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