Gayton Pre School

Inspection of Gayton Pre School Gayton Primary School, Gayton Road, Heswall, Wirral, Merseyside CH60 8PZ

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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

Staff place children and their families at the heart of everything they do. They provide a warm welcome and get to know each child well when they start to attend. Staff use the wealth of information that they gather about each child to help to ensure that children's unique needs are met. Children arrive to a wide variety of activities based upon their interests. This helps children, including those who have recently begun to attend, to settle quickly. Children are supported to share and take turns as they play this helps them to develop their friendships. Children behave well because they receive clear guidance to manage their feelings. They demonstrate that they feel safe and secure in the care of the nurturing staff team.

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The provision is good

Staff plan a unique and well-sequenced curriculum. They understand how young children learn and develop. Staff carefully assess what children know and can do in order to build upon their learning over time. All children make good progress from their individual starting points. Staff place high-priority on supporting children to develop their confidence and independence. For example, children are encouraged to select their own fruit and pour their own drinks during a sociable 'café' snack time. Staff offer a wealth of reassurance and praise for children's achievements. Children find this incredibly motivating. This approach contributes effectively to children's positive self-esteem.

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need to do better?

n Staff observe children as they play. They use their assessments well to identify what individual children need to learn next. Staff quickly recognise if gaps emerge in children's development. They swiftly implement targeted plans and where appropriate, seek the support of outside agencies, to ensure that children's needs are consistently met. The support for children with special educational needs and/or disabilities is effective. n Children enjoy regular opportunities to share books and stories. Staff enhance children's experiences using familiar stories. For example, staff read 'The Very Hungry Caterpillar' story. Children are encouraged to talk about the story and relate to their own experiences of watching caterpillars turn into butterflies. Staff introduce new and interesting words such as 'cocoon' and 'pupae'. Opportunities such as these, help to develop children's language skills and a love of literacy.

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need to do better?

n Staff interact well with children. Overall, they encourage children to be curious and to investigate their ideas. staff ask questions that encourage children to think and solve problems. That said, at times, staff allow more confident children to take the lead during activities. This means that, occasionally, those less confident or quieter children do not fully benefit from the learning opportunities provided.

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need to do better?

11 September 2024 n Staff recognise opportunities to enhance children's mathematical understanding as they play. For example, children use blocks to build towers. Staff encourage them to compare the different sizes of towers. Children describe which tower is the tallest and which is the shortest as they count the number of blocks they have used. This successfully helps children to build on their mathematical knowledge and skills. n The incredibly close staff team feel well supported. Staff are offered a wide range of supervision and professional development opportunities. They regularly complete further training. This is carefully targeted to support staff in enhancing children's experiences. Furthermore, staff value the thought and care given to their ongoing well-being. This helps to create a harmonious working atmosphere. Staff feel valued in their roles. n Partnerships with parents are effective. Staff discuss children's progress with

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need to do better?

their parents regularly and inform them of their child's next steps in learning and development. Parents value all the fun and exciting activities staff and leaders organise. They feel involved in their children's learning and appreciate the suggestions staff make about how they can best support their child's learning at home. This helps to ensure a consistent approach to children's learning. n The manager and staff have developed strong links with the host school. Teachers visit the pre-school to help plan for children's eventual transition to school. Additionally, staff and children from pre-school attend a range of events in school such as, annual sports days. Staff share information with school about children's learning and development. This close partnership helps to provide continuity 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 support staff to enhance their teaching skills further so that they consistently support less confident children to benefit fully from the learning opportunities provided.

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Setting details

Unique reference number 306391 Local authority Wirral Inspection number 10350893 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 30 Number of children on roll 31 Name of registered person Gayton Pre-School Unit Committee

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reference number

Telephone number 0151 342 8538 Date of previous inspection 11 September 2018

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Information about this early years setting

Gayton Pre School registered in 1991. The nursery employs six members of childcare staff. Of these, five hold appropriate early years qualifications at level 3 or above, including 2 who hold qualified teacher status. The pre-school opens from Monday to Friday, during term time only. Sessions are from 8.45am until 3.15pm. The pre-school provides funded early education for 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 manager and has taken that into account in their evaluation of the pre-school. n The manager and the inspector completed a learning walk together and discussed the the effectiveness of the early years curriculum. n The deputy manager and the inspector conducted a joint observation of an activity and discussed the the outcomes. n The inspector spoke to staff and children during the inspection. n Parents shared their views of the pre-school with the inspector during the inspection. n The inspector viewed a range of documentation, including evidence of the suitability of staff to work at 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

11 September 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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