Mappleborough and Winyates Green Pre-School.

Inspection of Mappleborough and Winyates Green Pre-School. Winyates Green Community Centre, Furze Lane, Redditch B98 0SE

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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 provide a highly inclusive and supportive learning environment for all children. On arrival, children are greeted warmly by their key person. This helps to form close relationships. Children develop a strong sense of connection and belonging. Staff support children to explore the environment and choose how they want to spend their time.

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The provision is good

Staff never miss an opportunity to praise children's positive behaviour. As a result of this, children respond positively to staff and their peers. Staff encourage children to develop their social interaction skills as they eat together. Staff talk to children about the foods they have in their lunch boxes. They encourage children to eat their savoury items first. This helps children to understand the importance of a healthy lifestyle.

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The provision is good

Leaders and staff support children's awareness of their local community. For example, they create opportunities for children to visit the local allotment and talk to the allotment keepers. Children get involved in growing and harvesting fruit. In addition to this, staff organise visitors to the setting. This helps to extend children's experiences. For example, children are delighted when local police officers visit and invite them to sit in the police vehicle.

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need to do better?

n Leaders work together highly effectively. This ensures a cohesive approach to supporting and developing the staff team. Staff are clear about their role and responsibilities. They report that they feel valued and well supported in the setting. Communication across the team is clear. This helps to consistently drive improvement. n Leaders have developed a strong and interesting curriculum. They purposefully involve staff members in planning. When children start attending, key persons gather information from parents. They use this to plan for children's learning. However, occasionally, staff do not ensure that continuous provision opportunities meet the developmental needs of younger children. This can limit their involvement in play. n Leaders pay close careful attention to the needs of children in their care. They develop strong working relationships with external agencies and professionals. High levels of commitment from the staff team ensure that children receive

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need to do better?

appropriate support promptly. This contributes to all children reaching their potential. n Staff skilfully support children's communication and language development. They create numerous opportunities for children to interact and develop their conversational skills. Staff listen carefully to children and offer them time to think

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need to do better?

16 September 2024 and speak. Younger children learn about the daily routine. They respond positively to gentle encouragement and praise from staff members. n Staff have high expectations of all children. They support them in carrying out tasks for themselves. For example, staff encourage children to clear away their snacks by putting leftovers in the bin and placing their plates in the bowl for washing. Children persevere in putting on their wet weather gear when preparing for forest play sessions. Staff adjust their levels of support to enable children to achieve self-care tasks. n Outdoor learning experiences are excellent. Children benefit from numerous opportunities to explore the world around them. Sensory play underpins the outdoor curriculum. Staff plan stimulating learning opportunities. For example, children eagerly create potions using coloured water and fresh flowers. They develop strong hand-eye coordination as they scoop, pour and funnel water

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need to do better?

using varied tools and equipment. Children learn to take turns and share resources. n Older children become highly engaged in story and song time. They delight in making animal noises as staff skilfully share books with them. However, staff do not consistently ensure that group time meets the needs of younger children who are still developing their listening and attention skills. n Parents speak positively of the setting. They appreciate the nurturing and professional relationships that staff develop with their children. Parents are well informed about children's development. They enjoy the detailed information they receive at the end of the day. Parents state that their children make strong progress as a result of attending the setting.

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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 evaluate the continuous provision to ensure that younger children can access all learning opportunities n reflect on the organisation and timing of group sessions to support younger children to have a more positive experience.

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Setting details

Unique reference number EY424743 Local authority Worcestershire Inspection number 10352907 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 41 Name of registered person Fond Memories Childcare Ltd

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reference number

Telephone number 07934421807 Date of previous inspection 12 November 2018

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Information about this early years setting

Mappleborough Green Pre-School is based in Redditch. The setting originally opened in 1974 and changed ownership in 2011. The pre-school employs seven members of childcare staff. Six of whom hold appropriate early years qualifications at level 3 and one who is qualified at level 2. The pre-school is open Monday to Friday from 8am until 3.30pm, during term time only. It provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The managers and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with special educational needs and/or disabilities. 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 a joint observation of a communication and language activity with the manager. 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

16 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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