Woodbank Preschool

Inspection of Woodbank Preschool Woodbank Youth Centre, Turncroft Lane,Offerton, Stockport, Cheshire SK1 4BN

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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 Outstanding

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The provision is good

Staff form close relationships with children at the setting. They offer cuddles to help children feel settled and secure. Children are happy and safe. Staff are sensitive to children's needs. They know children well, which helps them to understand their individual preferences.

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The provision is good

Staff offer children a range of opportunities. For example, children have dedicated lessons in food technology and go on visits to the local park. They meet local volunteers who share gardening knowledge and skills. This helps children to develop a broad range of knowledge and understanding of the natural world. Children generally behave well. Staff praise their positive behaviour and children develop good manners.

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The provision is good

Children explore a variety of spaces at the setting, including a large hall and a sensory room. This provides tailored spaces for children to eat, relax or play. Staff help children to develop a range of skills. For example, they model different moves as children take part in yoga classes. This helps children to develop their physical skills and positive mental well-being. Staff encourage children to develop a love of books, which forms a key part of the curriculum at the setting. Older children look at books independently, showing a keen interest in stories. High expectations and the broad curriculum support children's development.

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need to do better?

n Focused teaching is of high quality. For example, staff teach children how to make the sounds that different letters make. They use soft toys beginning with each letter to help support this. However, at times staff do not engage with children during free play, to help extend their learning even further. This means that children often lead their own learning without adult support. n At mealtimes, staff hold engaging conversations with children. For example, older children talk about their home lives and about the food they eat. This supports their social skills and communication. However, staff do not set the very highest expectations for younger children. For example, children take drinks from others and pull chairs away from other children. This means that younger children are not learning expected behaviour to help prepare them for their transition into the next room. n Children develop good independence skills. Older children wash their hands

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need to do better?

skilfully and put on their own coats and shoes. Familiar routines allow children lots of opportunities to practise these skills. This helps to prepare older children for the transition to school. n Children with special educational needs and/or disabilities (SEND) make good progress. Staff focus on their next steps, which precisely target what children

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need to do better?

24 May 2024 need to learn next. The setting works closely with other agencies and parents to provide effective support. Children with SEND make good progress in their learning. n Children develop positive attitudes towards learning. For example, younger children are eager to sit with staff as they listen to the story 'Dear Zoo'. Staff read in an engaging manner, using props to support the storytelling. This helps to develop children's communication and early literacy skills. n Parent partnerships are strong. Parents comment positively on the learning that takes place. Staff communicate regularly with parents. For example, they share information with parents on how they can help children practise the sounds that letters make. This means that learning is consistent between the setting and home. n Staff take part in a variety of training, which helps them to meet the needs of the children. For example, staff have taken part in training to help them support

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need to do better?

children's positive well-being and health. This helps staff to continually develop their practice in order to support children's personal development. n Additional funding is used well to support disadvantaged children. For example, the setting uses funding to provide additional staff, who are able to offer one-to- one support. This meets children's unique needs and helps them to achieve well. n Staff feel supported in their roles. Reasonable adjustments are made, where necessary, so that staff can fulfil their roles effectively. This helps staff to deliver the best possible care for children. n The provider failed to notify Ofsted of some changes to their registration. This includes the space available for children, a change to management and information about the provider. These changes do not have any significant impact on the provision for children.

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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 strengthen the curriculum to support children's learning through consistently high-quality interactions from staff n set the highest expectations for younger children to support their transition to pre-school.

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Setting details

Unique reference number 307205 Local authority Stockport Inspection number 10335822 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 30 Number of children on roll 33 Name of registered person Hill, Deborah

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reference number

Telephone number 07786062487 Date of previous inspection 28 June 2018

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Information about this early years setting

Woodbank Preschool registered in 1992 and is situated in Offerton, Stockport. The setting employs eight members of childcare staff. Of these, one holds an appropriate early years qualification at level 6, three hold level 5, two hold level 3 and one holds level 2. The setting opens Monday to Friday from 9am to 3pm, term time only. The setting 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 setting and has taken that into account in their evaluation of the provision. n Members of the management team and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n Children communicated with the inspector during the inspection. 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 Parents shared their views with the inspector. n The inspector carried out a joint observation with members of the management team. n The management team provided the inspector with a sample of key

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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 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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