Romiley Methodist Pre-School

Inspection of Romiley Methodist Pre- School Hill Street, Romiley, Stockport SK6 3AH

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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

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The provision is inadequate

Leaders do not demonstrate a secure knowledge of the requirements of the statutory framework. This leads to weaknesses in the safe and effective leadership and management of the pre-school. Furthermore, leaders do not ensure that all staff have an adequate understanding of how to respond swiftly to safeguarding concerns. This compromises children's welfare.

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The provision is inadequate

Leaders do not provide children with an ambitious and purposeful curriculum. Staff do not have clear learning intentions for children, therefore, most learning is incidental. Leaders and staff are inconsistent in their expectations of what children can achieve. For instance, activities are not always adapted to support their individual stage of development. This has a negative impact on their opportunities to engage in learning. Children do not make the progress of which they are capable.

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The provision is inadequate

Children are happy and content at the pre-school. They have formed close bonds with the staff and with their friends. They are learning about the importance of sharing and turn-taking. Children are keen to point out the friendly behaviour they see, such as their friends sharing. They understand the daily routine and know what is happening next. This helps children to feel secure and supports their emotional well-being.

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need to do better?

n Leaders do not have a good understanding of how to plan and implement a broad and ambitious curriculum. They do not consider children's prior learning and what they need to learn next. Although some staff identify children's next steps, these are not always accurate or taught in the correct sequence. For instance, some staff focus on mathematical development with children who are not yet secure in their communication and language development. This does not adequately prepare children for the next stage in their learning. n Leaders and staff do not always support children to meet their individual learning needs. They do not implement effective strategies when children need targeted support with their communication and language development. Additionally, the special educational needs and disabilities coordinator has not received any training to support them in their role. This puts children at a significant disadvantage and has a negative impact on their personal

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need to do better?

development. n Staff do not always get to know their key children's learning needs well enough. This means they do not have a good understanding of what children already know and can do. Furthermore, when staff are absent, remaining staff do not know how to support the learning needs of all children. This means there are

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need to do better?

27 June 2023 occasions when some children do not engage in purposeful learning for the duration of their session. This does not help them to develop a positive attitude to learning. Staff have an adequate knowledge of the children's likes and dislikes and are able to meet their emotional needs well. n The arrangements for supervision, coaching and mentoring are not effective. Staff are not provided with the professional development opportunities needed to fulfil their role. They do not consistently receive accurate feedback on how to improve their practice. Consequently, there are weaknesses and inconsistencies in the quality of education that children receive. Furthermore, staff who prepare snacks for children have not received food hygiene training. While there were no concerns regarding food hygiene on the day of inspection, this oversight places the health and well-being of children at risk. n Younger children enjoy taking part in story time. They listen carefully as staff

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need to do better?

talk about the author and explain what the book is about. Children learn some descriptive words, such as 'fluffy', as they explore the textured pages. They giggle as they name familiar animals and make the corresponding animal noises. Children demonstrate that they are familiar with the book and have good recall skills. n Children are beginning to learn about some of the things that constitute a healthy lifestyle. All children have free-flow access to the outdoor area to exercise. They strengthen their physical skills on the climbing equipment and bicycles. Children enjoy filling and emptying buckets with sand, demonstrating good hand-eye coordination and control while strengthening their small muscles. They receive healthy snacks and a choice of milk or water. This contributes to children's overall good health. n Overall, partnership working with parents is effective. Parents receive information about children's day-to-day activities at the end of each session.

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need to do better?

However, not all parents are sure of their child's specific next steps and how these can be extended at home. This hinders the continuity in children's care and learning.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

Staff do not all have a secure understanding of how to respond swiftly to concerns that children may be at risk of abuse. Leaders have not ensured that all staff understand the safeguarding policy and procedures. For example, some staff do not know who the designated safeguarding lead is or their role. Therefore, staff are unclear on who to report concerns to in the nursery. This lack of knowledge and understanding compromises children's safety in the event of concerns about their welfare. That said, staff can recognise the potential signs and symptoms of abuse. The manager implements safe recruitment procedures to ensure that staff are suitable to work with children. Staff complete visual checks of the environment to ensure that any potential hazards are minimised or removed.

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Due date

ensure that all staff understand the safeguarding policy and procedures, with particular regard to responding to concerns correctly 08/08/2023

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Due date

ensure that the key-person system is effective and that every child's care is tailored to meet their individual needs 08/08/2023

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Due date

ensure that staff receive the appropriate training, supervision and mentoring to fulfil their role and improve the quality of practice 08/08/2023

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Due date

implement a broad and ambitious curriculum that meets the individual needs, interests, and development of all children across all areas of learning. 08/08/2023

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should:

n provide all parents with information about their child's next steps and how they can support learning at home.

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Setting details

Unique reference number 307175 Local authority Stockport Inspection number 10285456 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 26 Number of children on roll 31 Name of registered person Romiley Methodist Pre-School Committee

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reference number

Telephone number 0161 430 8080 Date of previous inspection 6 October 2017

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Information about this early years setting

Romiley Methodist Pre-School registered in 1992. The pre-school employs five members of childcare staff, four of whom hold appropriate early years qualifications at level 2 and above. The pre-school opens from Monday to Friday, during term time only. Sessions are from 9am to midday on Monday, Tuesday, Thursday and Friday, and from 12.30pm to 3.30pm on Wednesday. The pre-school is in receipt of funding for 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 gave the inspector a tour of the pre-school and discussed how the curriculum is planned and implemented. n The inspector observed the quality of education, indoors and outdoors, and evaluated the impact on children's learning. n Discussions were held with the manager, staff, parents and children at appropriate times throughout the inspection. Written feedback from parents was considered. n Leadership and management discussions were held with the manager throughout the inspection. n The inspector checked documents relating to the suitability of staff. They checked qualification certificates and paediatric first-aid certificates.

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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 June 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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