Outwood Pre School

Inspection of Outwood Pre School 560 Leeds Road, Outwood, Wakefield, West Yorkshire WF1 2DT

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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

Staff do not sufficiently promote children's welfare. Some staff have insufficient safeguarding knowledge and the manager does not consistently work in partnership with other agencies. Staff do not sufficiently assess risks for care routines to promote children's safety and help them to understand how to keep themselves safe. The arrangements to keep children hydrated do not fully promote children's good health. Despite this, most children enter happily as staff encourage them to find something to play with on entry. Children who are a little upset on arrival soon settle after staff distract them.

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The provision is inadequate

Staff's practice is not suitably monitored or supported. Consequently, teaching is weak. Staff do not sufficiently understand, plan and implement an effective and motivating curriculum and environment, or demonstrate high-quality interactions. This means that children are often not sufficiently engaged and supported to make the best possible progress and develop skills for future learning. This includes children in receipt of funded early education. Staff do not sufficiently support young children who are disengaged. They do not consistently work in partnership with parents and/or carers or other providers to ensure a shared and consistent approach to children's care and learning.

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The provision is inadequate

Children respond to staff requests, demonstrating their developing understanding of expectations. Staff encourage and model social skills, such as using good manners, and children are learning to share and take turns. Children aged three are starting to build early friendships as they dress up in costumes and pretend to make dinner with plastic food.

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need to do better?

n Staff do not sufficiently promote children's welfare. This is because of weaknesses in some staff members' knowledge of safeguarding, information sharing with other agencies and inadequate risk assessments around mealtime routines. n Staff do not sufficiently promote children's good health. Each child has one small individual carton of milk set out on a table throughout the session which provides some hydration. However, children do not access water and staff do not offer children water during the session, to ensure their health is fully promoted. n Staff do not notice when the youngest or newest two-year-old children need greater levels of support, for example, to find their carton of milk or engage in activities. Some children sit on their own at the side of activity tables or in a corner. n Staff plan certain activities that help children to make progress. However, the curriculum is often too advanced, especially given that most children move on to

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need to do better?

16 November 2023 nursery school when they are three. The curriculum is not adequately designed or sequenced by staff to build on children's interests and what they already know and can do. Staff do not always know what they want children to learn from certain activities or which area of the curriculum activities link to. n The manager identifies the impact of the pandemic on children's development, such as their speech, and how they are targeting this within the pre-school. However, this is not sufficiently reflected in practice. The manager is taking part in local authority training linked to this aspect of the curriculum, although this is in its infancy and is yet to be used to improve practice. n Staff do not sufficiently understand, reflect on, or support, the ways in which children learn. For example, they do not plan an environment that motivates and stimulates children and enables them to lead their own play because of a lack of

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need to do better?

choice. Staff do not adapt their interactions according to children's level of development and understanding. This often leads to children's lack of focus, engagement and positive approach to learning. n Staff do not use information from their assessments to plan for the most significant next steps in children's learning, including where children's progress is less than expected or where children have not yet reached key milestones. Staff do not adequately share information with parents and/or carers and other providers about children's next steps in learning and how they can support children's future progress together. n Staff's qualifications are not having a positive impact on the quality of teaching and learning and they are not sufficiently encouraged to broaden their knowledge and develop their practice. This is because of weak systems for monitoring the quality of teaching and targeting continued professional

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need to do better?

development. n Staff encourage certain aspects of children's independence, such as brushing their teeth and unzipping their coats before taking them off and hanging them up. n Staff establish strong partnerships with parents and other professionals to effectively support and integrate children with special educational needs and/or disabilities.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Staff's risk assessments are inadequate in promoting children's safety. They do not think about potential choking hazards when organising certain care routines. For example, staff read stories and sing action songs which children join in with while eating. After staff clear the snack table, children walk or run around while still eating food, including that which staff continue to hand out. In addition, staff do not encourage children to sit down when they are drinking. The manager has a good understanding of the procedures for making a child protection referral or managing allegations. However, staff who take charge in her absence do not have the same secure knowledge, in order to fully safeguard children. In addition, despite training, some staff do not have a secure understanding of the 'Prevent'

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Safeguarding

16 November 2023 duty. The manager does not act on information gathered on entry that indicates other agencies are working with families. This prevents her from obtaining and sharing important information, in order to work in partnership with others to safeguard children.

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Due date

take all reasonable steps to ensure children in their care are not exposed to risks 30/11/2023

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Due date

ensure that staff who take charge in the absence of the manager fully understand how to make a child protection referral and manage any allegations, including understanding the role of the local authority designated officer 30/11/2023

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Due date

ensure that staff consistently understand all aspects of the safeguarding policy and procedures 30/11/2023

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Due date

ensure that where staff are alert to any issues of concern in a child's life at home or elsewhere, that they obtain and share information with other professionals working with a child, to help safeguard children 30/11/2023

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Due date

ensure that fresh drinking water is accessible to children at all times to help promote children's good health 30/11/2023

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Due date

improve the key-person system to ensure that children receive appropriate levels of support to foster their care and learning needs 30/11/2023

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Due date

16 November 2023 ensure that the curriculum is precisely planned to meet the individual needs, interests and developmental stage of each child and provides a strong foundation for their development in the three prime areas of learning 14/12/2023

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Due date

ensure that the learning environment supports the implementation of the curriculum and helps children to develop effectively in their learning 14/12/2023

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Due date

use information from assessments of children's progress to target the most important next steps in their learning, in partnership with parents and/or carers and other providers 14/12/2023

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Due date

put in place effective arrangements for monitoring staff practice and identifying continued professional development that will raise the quality of education. 14/12/2023

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Setting details

Unique reference number 501039 Local authority Wakefield Inspection number 10301312 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 Sessional day care

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inspection

Total number of places 24 Number of children on roll 25 Name of registered person Outwood Pre School Playgroup Committee

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reference number

Telephone number 01924825688 Date of previous inspection 15 January 2018

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Information about this early years setting

Outwood Pre School has been operating since 1968. The pre-school employs 10 members of childcare staff. Of these, seven hold appropriate qualifications: two hold qualifications at level 6, two hold qualifications at level 4, two hold qualifications at level 3 and one is qualified at level 2. The pre-school opens Monday to Friday from 9.15am to 12.15pm during term time only. It provides funded education for two- and three-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 manager, who is also the nominated individual for the organisation, and has taken that into account in their evaluation of the provider. n The inspector held discussions with the manager and carried out a learning walk. This helped the inspector to understand how staff organise the early years provision and the curriculum. n The inspector observed the quality of education and assessed the impact on children's learning. n The inspector spoke with staff, parents and/or carers, and the pre-school's new local authority early years improvement officer. n The manager shared various documents with the inspector, including those related to the suitability and qualifications of staff.

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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

16 November 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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