Greenhills Pre-school

Inspection of Greenhills Pre-school Marlborough Primary School, Tytherington Drive, MACCLESFIELD, Cheshire SK10 2HJ

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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

The pre-school is based on a school site and provides good-quality care and education for children. Children have opportunities to explore a variety of outdoor spaces, for example a woodland, meadow and stream. This means children develop a good understanding of the natural world. Staff take children on trips and arrange events involving children's families. This helps to build relationships with families. Children are happy and safe.

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The provision is good

The curriculum is well planned to meet children's needs. Staff know children well and plan activities that help all children to progress in their learning. They spend dedicated time with their key children to help them understand what they need to learn next. Staff engage children as they read stories to them. Children listen attentively and join in enthusiastically with the familiar stories. This supports children's developing communication and language skills and helps them to develop their focus and attention.

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The provision is good

Staff form good relationships with children. They provide cuddles and warm words to comfort them. Children become highly engaged in activities and take a keen interest in their own learning. Behaviour is good, children listen carefully to staff and follow instructions.

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need to do better?

n The curriculum supports children's learning and they are well prepared for school. Staff know children well and plan next steps based on their individual needs. This means all children, including those with special education needs and/or disabilities, make good progress in their learning. n Staff provide good support for children's physical development. They encourage children to take manageable risks in their play. For example, children climb on challenging outdoor equipment. They show a strong belief in their own abilities and persevere when they experience difficulties. This helps to develop children's resilience. n Staff skilfully extend children's learning as they play. For example, when children find a ladybird, staff introduce resources and books to help children learn more about it. This helps to develop children's knowledge and skills. n Older children are good role models for younger children. For example, the

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need to do better?

'frogs' help the younger 'tadpoles' to learn where to go at different times of the day. This allows older children to develop a sense of pride and responsibility. n Staff use mealtimes to extend children's learning further. For example, staff encourage children to talk about their home lives. They encourage children to compare sizes and quantities and to make their own choices. This helps children to embed the things they learn.

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need to do better?

19 June 2024 n Staff tailor learning to meet the needs of different age groups. For example, children split into two groups for stories. This means all children enjoy appropriate and engaging learning. n Strong parent partnerships support children's development. Staff frequently discuss children's progress with parents. They share ideas on what children can learn at home to support their learning at pre-school. This helps to promote consistency in learning between the pre-school and home. n Communication with other settings is not consistent. For example, when children also attend another setting, the pre-school does not always keep in touch with them. This means that they are not able to provide continuity in children's learning across both settings. n Leadership and management are good. The provider is reflective and takes an active approach to adapting the setting to meet the needs of children. Staff feel

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need to do better?

supported by the manager. They undertake training in order to help them fulfil their roles. n On occasion, staff do not explain to children the behaviour that they would like to see. For example, staff do not explain to children the importance of caring for one another's art work. This means that children are not always clear about the behaviour that staff expect. n Children learn about what makes them similar and different to others. For example, they study the features of different faces, and create their own faces by painting in foam. This supports children's understanding of themselves and others.

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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 partnerships with other settings to better understand children's development and promote continuity in their learning n embed clear boundaries for children so that they understand what behaviour is expected of them.

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Setting details

Unique reference number EY410017 Local authority Cheshire East Inspection number 10339251 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Sessional day care

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inspection

Total number of places 24 Number of children on roll 35 Name of registered person Greenhills Pre-school

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reference number

Telephone number 01625503980 Date of previous inspection 6 July 2018

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Information about this early years setting

Greenhills Pre-school registered in 2010. The pre-school is open Monday to Friday from 8.30am to 3.30pm, during term time. The pre-school employs five members of staff who all hold a childcare qualification at level 3. The pre-school 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 pre-school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the pre-school and has taken that into account in their evaluation of the provision. n The manager and inspector completed a learning walk together of all areas of the pre-school 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 the manager. n The manager provided the inspector with a sample of key documentation on request.

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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

19 June 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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