Friezland Pre School

Inspection of Friezland Pre School Christ Church Friezland, Shaw Hall Bank Road, Greenfield, Oldham OL3 7LE

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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 are happy and engaged in their learning in this warm and safe environment. Interactions are strong and children are clearly comfortable with the staff and other children. They play harmoniously alongside each other. Staff model and extend vocabulary and communication throughout the day. They talk to children and ask questions, to encourage their thinking and deepen their learning. Staff role model and extend learning when needed, allowing children to take the lead in their own play. They teach children about features of the environment, such as growing fruit and vegetables. Children learn how frogs grow and change from frogspawn into tadpoles, then into fully grown frogs. Staff also teach children what frogs need to eat and where they live, which helps children to learn about life cycles.

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The provision is good

Leaders and staff place a high emphasis on behaviour expectations. Children are encouraged to be independent and take responsibility for their own actions. The effective use of songs and music helps children to understand that it is tidy-up time. Effective rules and boundaries help children to know what is expected of them and how they are expected to treat each other. Staff consistently model good manners and respect, which enhances further children's good behaviour.

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need to do better?

n Leaders provide a sequenced curriculum which caters for children's interests. Staff use their observations and assessments of children to identify any gaps in their learning. They use this information to plan suitable opportunities to help children make progress. However, occasionally, intentions for self-chosen learning are not as well planned and opportunities to extend children's play are limited. This does not consistently promote children's high levels of curiosity and critical thinking. n Leaders place a strong emphasis on developing children's communication and language. Staff model the correct pronunciation of words and encourage children to learn new words during their play. Staff identify any gaps in children's communication and language development quickly and ensure that relevant support is put in place. This helps children to become fluent talkers. n Leaders and staff help children to learn the routines of the setting. They

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need to do better?

encourage children to take responsibility for tidying up and clearing the tables after snack. Children learn to find their own name and to hang up their coats and bags. This helps children to develop their independence, in preparation for the next stage in their learning. n Leaders and staff provide opportunities for children to run, jump, dance and climb. Children make obstacle courses, which they move along with increasing control and skill. Staff also offer children opportunities to explore and manipulate

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need to do better?

5 July 2024 dough by encouraging them to roll, pinch and squeeze the dough. This helps children to develop the necessary physical skills which will help to prepare them for writing. n Leaders work closely with many other agencies and professionals, including speech and language therapy services, local schools, and clinical psychologists. They take on board recommendations to support children's individual learning needs. This helps all children, regardless of their starting points, to make progress. n Leaders communicate well with parents. They involve them in regular activities, such as the Easter Bonnet parade and the summer concert. Leaders share ideas with parents to extend their children's learning at home. For example, they provide children with seeds to plant at home and encourage parents to talk to their children about the growing process. This promotes a positive and coordinated approach that enhances children's learning.

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need to do better?

n Staff access regular training based on their identified training needs and interests. Leaders have also started to use supervisions, appraisals and mentoring. However, this is not yet fully embedded in practice. As a result, some minor gaps in practice are not always identified. This does not help staff to develop their own practice to consistently support children's learning and progress.

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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 focus more precisely on the intent of freely chosen activities to promote children's curiosity and progress n embed further supervision and appraisal arrangements to help staff develop their own practice to support children's progress and learning

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Setting details

Unique reference number 2728140 Local authority Oldham Inspection number 10354603 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 43 Number of children on roll 47 Name of registered person S and N Early Years Ltd

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reference number

Telephone number 01457874491 Date of previous inspection Not applicable

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Information about this early years setting

Friezland Pre School registered in 2023 and is situated in Greenfield, Oldham. The setting employs six members of childcare staff. Of these, five hold appropriate early years qualifications at level 3 or above. The setting is open from 7.30am to 5.30pm, Monday to Friday, 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 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 deputy manager, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. 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 observed the interactions between staff and children. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

5 July 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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