Cheylesmore Pre-School

Inspection of Cheylesmore Pre-School Cheylesmore Association, Cheylesmore Community Centre, Poitiers Road, Coventry CV3 5JX

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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 Good

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The provision is good

Children arrive at pre-school happy. They are greeted by familiar staff, who are kind and nurturing towards them. Children build close relationships with staff. They go to them for cuddles and comfort, which they receive in abundance. This helps children to feel safe in their care. Staff take time to get to know children's needs and interests. They arrange and amend the play environment specifically to engage them in play and learning. Staff include the learning that children need in their play interactions and during routine activities, such as dressing in their coats ready to play outside. Effective support for children with special educational needs and/or disabilities is sought and provided to ensure that children receive the help to engage in play alongside their peers.

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The provision is good

Children behave well. They respond well to the guidance from staff to use 'kind hands', take turns and to use their good manners. Children gain the skills and understanding they need to prepare them for their next stage of learning and the eventual move on to school.

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need to do better?

n The curriculum for children's learning is designed and adapted to meet the needs of the children. Staff use their knowledge of each child to help them decide what they need to teach them. They make plans which include the learning they need to build on what they already know and can do. n Communication and language are promoted well. For example, children have fun while they engage in action songs, listening and discussions during stories. Staff model language well. They repeat back what children say and ask them questions, giving ample time for them to think and respond with their ideas. Staff use additional programmes to help focus their plans to support children's speaking skills. As a result, they make good progress from their starting points. n Children have great fun in the well-equipped outdoor space. They develop their physical skills in a range of ways, such as using wheeled toys, scooping water

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need to do better?

and sand, and mixing them together with various utensils. They learn about words for volume and capacity, when they focus on carefully pouring water into containers of various sizes. n Independence is promoted. For example, children make choices about what they play with and how. They practise the skills they have learned to lead their play and learning, such as using scissors to cut their paper. However, there is scope for children to develop their skills at the earliest they are capable of, particularly in their personal care routines. n Children play well together. Younger children build towers with blocks, deciding where to place their pieces next. They giggle with excitement when their tall tower falls over. They are quick to rebuild it with enthusiasm. The oldest children

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need to do better?

24 April 2024 take turns to knock balls down onto ramps with a hammer. They play a game to see who is the fastest. Children are animated and cheer for each other while they await their turn. n Imaginative play is promoted well in pre-school. For example, children dress up and play a game to go on safari to see various animals. They seek to include staff in their game and are thrilled to find elephants and monkeys. Staff build on children's understanding of these animals and discuss the foods that children know these animals like to eat. n The manager ensures that staff receive the support, guidance and training they need to fulfil their duties and continue their professional development. The manager and staff use self-evaluation to continue to enhance the provision for children, such as accessing specific training to develop staff skills in supporting speech and language in the setting. n Parents speak highly of the pre-school and staff. They comment on how excited

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need to do better?

their children are to attend. They remark on the enjoyable activities their children access and how well they are developing. Parents say they are happy with the information they receive about their child's care and learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n promote independence further, particularly for the youngest children to learn to manage their personal care needs at the earliest that they are capable.

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Setting details

Unique reference number EY553489 Local authority Coventry Inspection number 10337602 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 42 Number of children on roll 62 Name of registered person Wardle, Elaine Lesley

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reference number

Telephone number 02475093679 Date of previous inspection 14 June 2022

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Information about this early years setting

Cheylesmore Pre-School registered in 2017. The pre-school employs eight childcare staff, Of whom, one staff holds early years qualifications at level 5, four are qualified at level 3 and two are qualified at level 2. The pre-school is open Monday to Friday from 8am until 5pm, term time only. The pre-school provides funded education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager and inspector completed a learning walk together to discuss the organisation and intent of the curriculum and how the environment is arranged. n The inspector observed the quality of teaching throughout the inspection and considered the impact this has on children's learning. A joint evaluation of the quality of teaching during an activity took place between the manager and the inspector. n The inspector spoke to parents at appropriate times and took account of their views of the setting from written information that was also provided n The inspector spoke to children and staff at appropriate times during the inspection. n The inspector held a meeting with the leader and the manager and discussed how the setting was organised. The inspector reviewed relevant documentation,

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Inspection activities

including evidence of the suitability of staff working in the setting.

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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

24 April 2024 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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