Styvechale Grange Preschool

Inspection of Styvechale Grange Preschool St James Church Hall, Lonscale Drive, Coventry, West Midlands CV3 6QR

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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 develop strong relationships with staff and their peers in this nurturing setting. Staff use their strong knowledge of the children to offer resources and experiences that reflect their individual needs. On arrival, staff encourage children to store their lunch boxes and register themselves using their name and picture card. This contributes to children developing a sense of belonging and connection.

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The provision is good

Staff skilfully enable children to develop their imagination. They offer varied opportunities for children to extend their role play. For example, children enjoy pretending to be police officers and doctors. Staff ensure their own interactions during this play extend children's communication and language skills. They do this by introducing relevant vocabulary. Staff provide varied opportunities for mark making, such as writing prescriptions or speeding tickets. This supports children's early literacy skills.

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The provision is good

Children benefit greatly from learning about the world around them. They happily share with visitors their photographic record of gardening they have been involved in. Staff keenly support children to develop their knowledge of planting and growing. Children eagerly describe the plants they have grown and explain how they care for them. Staff support children to understand that insects sometimes eat the plants they are growing. They suggest bug-friendly methods they can try to discourage this. Children show immense pride in their planting projects.

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need to do better?

n The managers and their team have developed a clear and well-sequenced curriculum. They use their observations of children to plan effectively for their development. Staff use their interactions to reflect appropriate teaching to meet individual needs. This helps children to make good progress across all seven areas of learning. n Leaders show an understanding of the benefits of communicating with staff at other settings the children also attend. However, they have not yet fully established communication with staff at these other settings. Therefore, children are not yet provided with the highest level of consistency in their shared care and learning. n The experienced special educational needs coordinator (SENCo) works in close partnership with parents and professionals from external agencies. She supports staff to put into place prompt and effective intervention. This enables children with special educational needs and/or disabilities (SEND) to achieve the best

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need to do better?

possible outcomes. n Staff provide a wide range of planned activities to support children's next stages of learning. However, on occasions, some quieter children are not fully supported

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need to do better?

10 May 2024 to engage meaningfully in these experiences. This leads to them drifting between the play opportunities on offer and becoming disengaged. n Parents have only good things to say about the setting. They are extremely happy with the progress their children make. Parents state that they develop trusting relationships with their children's key person. Regular communication, including parents' meetings, helps them to feel fully involved in their children's learning. n Children develop strong balance and coordination skills as they use wheeled toys, such as cars and bicycles, in their role play. Staff skilfully teach them to start, stop and pay attention to any obstacles. Children develop a keen awareness of how to keep themselves and others safe as they move about the setting. n Children delight in choosing fruit at snack time. They practise their fine motor skills as they use a range of equipment to serve themselves. Younger children

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need to do better?

are well supported. Staff ensure that children learn about the names of the fruit and vegetables they are eating. They take every opportunity to develop children's understanding of a healthy lifestyle. n Staff model communication highly effectively. For example, they introduce descriptive language as children produce artwork that is linked to their book of the week. Staff skilfully reinforce repetitive language that children have heard previously. As a result, children confidently retell the familiar story as they create their 'swirling whirling' snowstorms. n Children behave well. Staff support them to make the right choices. Children are praised when they take turns and when they are kind to others. Staff consistently encourage children to play cooperatively. Older children can negotiate the rules of their game. They encourage others to join them. Children remain highly focused on their pretend play for prolonged periods.

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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 help staff to recognise when quieter children need further support to get involved in activities and experiences n review and strengthen information-sharing procedures with other settings that children attend to further improve consistency across their learning and development.

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Setting details

Unique reference number 2657353 Local authority Coventry Inspection number 10335459 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 32 Number of children on roll 35 Name of registered person Styvechale Grange Preschool Partnership

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reference number

Telephone number 02476417865 Date of previous inspection Not applicable

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Information about this early years setting

Styvechale Grange Preschool registered in 2021. The pre-school employs four members of childcare staff. Three of these hold a relevant childcare qualification at level 3 and one is unqualified. The pre-school is open on Monday, Tuesday, Thursday and Friday from 8.30am to 3pm, during term time. It 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 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 and the inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at pre-school. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The SENCo spoke to the inspector about how they support children with SEND. 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 joint observations of group activities with the manager. n Parents shared their views on the setting with the inspector.

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Inspection activities

n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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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

10 May 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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