Church Coppenhall Pre-School

Inspection of Church Coppenhall Pre- School BAPTIST CHURCH, West Street, Crewe CW1 3HE

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Overall effectiveness Inadequate

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

p.1

The provision is inadequate

Children's safety is compromised at this setting. This is because the manager and staff do not have the acquired knowledge to support children's individual needs. For example, staff are unaware of what some children's first language is, and they do not communicate effectively with their parents. This puts vulnerable children's safety and well-being at risk. Due to failures in the leadership and management of the setting, staff are not aware of their weaknesses and any targets for improvements. This hinders children's ability to make progress and have their individual needs met.

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The provision is inadequate

Staff provide activities based on some children's interests. For example, children enjoy playing with the many pirate-themed activities and resources staff have chosen. In the main, children are engaged as they dig for treasure in the sand and make cups of tea for staff in the role-play area. However, staff fail to differentiate learning between younger and older children. This leads to older children not being challenged in their learning and becoming bored in their play. Children behave generally well. However, there are occasions, such as tidy-up time, where children lack direction from staff. During these times, children become disruptive, and they are not motivated to help their peers and staff.

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The provision is inadequate

The nursery's designated special educational needs coordinator has some understanding of how to support children with special educational needs and/or disabilities. However, leaders and staff do not always consider when children may require extra intervention from other professionals. Consequently, these children are at risk of not receiving important referrals to other professionals that they may need.

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need to do better?

n Leaders do not ensure that staff have an adequate knowledge of how young children learn. Furthermore, leaders do not ensure that staff have sufficient teaching skills to help children learn. The arrangements for the supervision of staff are weak. Leaders do not provide staff with consistent levels of coaching or monitoring to support them to improve their practice. The manager does spend time in the rooms with the children. However, this time is not used to model or observe practice effectively. As a result, the quality of teaching is poor. n The manager has some plans in place to support children to be ready for their move to school. For example, staff encourage older children to use the toilet independently. However, the overall curriculum is not planned or embedded well. In the main, staff are not aware of what they want children to learn. Therefore, children do not make the progress they are capable of.

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need to do better?

n Staff have completed their mandatory training, such as child protection.

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need to do better?

17 May 2023 However, leaders do not ensure that all staff receive training that targets specific teaching skills and helps staff to support different groups of children. For example, the nursery has a large group of children who speak English as an additional language. There are times when these children are upset. Staff do not have effective measures in place to communicate with these children. Therefore, staff are not able to support them emotionally. This means that children's emotional needs and well-being are not always being met. n There are opportunities for children to develop their physical skills. Children enjoy kicking balls in the outdoor space, and staff take the children on regular trips to the park. In addition, children enjoy going for walks to the local café for toast. This supports children to develop some social skills. n The key-person system is not effective. Staff do not know the children well

p.2

need to do better?

enough to support their individual needs. Staff assess the children's development termly. However, they do not accurately assess children's stage of learning due to a lack of understanding of child development. Furthermore, staff are not aware of children's next steps in learning and how to support them. This impacts on the outcomes for children. n Leaders have developed partnerships with some parents. However, essential information, such as children's development and progress, is not always shared with parents. Parents are not aware of what their children are learning at the setting or how they can support this at home. This does not build consistent learning for children between the setting and home. n When children start at the setting, they receive a pack with toothpaste and a toothbrush to take home. Leaders also share their lunch box policy with parents. However, staff do not support children to learn about hygiene practices, such as

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need to do better?

handwashing and how to keep their teeth healthy. For example, staff do not encourage children to drink water throughout the day. Instead, children are given the option to drink juice. In addition, staff do not always encourage children to wash their hands after wiping their noses. They do not always check that children have washed their hands after visiting the toilet. Systems to support children's health and well-being are poor.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

Due to weaknesses in the leadership of the setting, children's individual needs are not met. The manager, who is also the designated safeguarding lead, does not demonstrate a secure knowledge and understanding of the importance of working with other professionals involved in the welfare of children. She does not understand the requirement for sharing information, such as through multi-agency meetings, to ensure that the needs of all children are met. This places vulnerable children at risk of harm. Nevertheless, staff demonstrate a suitable understanding of child protection issues. They are aware of the signs of abuse and know how to report these if they are concerned about a child's welfare. Staff are also aware of who to contact should they have concerns about the suitability of any staff members to work with children.

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Due date

ensure effective arrangements for the supervision of staff who work with children are in place to promote the interests of children 09/06/2023

p.4

Due date

ensure staff receive training that is focused to meet the needs of all children, with particular regard to those children who speak English as an additional language 09/06/2023

p.4

Due date

ensure that the key-person system is effective and supports staff to implement an ambitious curriculum which meets the individual needs of all children 09/06/2023

p.4

Due date

ensure systems are in place to support children's health and well-being 09/06/2023

p.4

Due date

ensure key information is shared with parents and other professionals working with children, to help meet the needs of all children. 09/06/2023

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Setting details

Unique reference number EY474650 Local authority Cheshire East Inspection number 10285474 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 50 Number of children on roll 25 Name of registered person Church Coppenhall Playgroup Committee

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reference number

Telephone number 01270 213934 Date of previous inspection 6 October 2017

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Information about this early years setting

Church Coppenhall Pre-School started operating in 1971 and registered at its current address in 2013. The pre-school is situated in the Crewe area of Cheshire and is managed by the Church Coppenhall Playgroup Committee. The pre-school is accessible to all children by stairs or a stair-lift. The pre-school employs four members of childcare staff. Of these, one holds an appropriate early years qualification at level 5, and three hold a qualification at level 3. The pre-school opens Monday to Thursday, from 8.45am until 2.45pm, term time only. 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 setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken that into account in their evaluation of the pre-school. n The inspector viewed the setting and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 manager and inspector carried out a joint observation together. n The inspector spoke to several parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability

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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

17 May 2023 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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