See-Saw Pre-School Playgroup

Inspection of See-Saw Pre-School Playgroup St. Josephs RC Primary School, Moreton Road, WIRRAL, Merseyside CH49 6LL

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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 provide a calm and settled environment, where children feel safe and secure. They are very alert to new children's individual needs and offer them an abundance of care and reassurance. This helps children to form strong bonds with staff and promotes their emotional well-being. Staff have clear expectations for behaviour. They are consistent with their approach to behaviour management, which is particularly important for new, younger children. Staff remind children about the importance of sharing, turn taking and friendly behaviour. This helps children to develop good social skills and understand what is expected of them.

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The provision is good

The pre-school provides a broad and balanced curriculum that is ambitious for all children. Staff adapt the environment and their teaching to support children with special educational needs and/or disabilities (SEND). They create smaller spaces within the room to support those children who need a quieter area. Children follow the daily routine well and know what is happening now and next. They work together at tidy-up time, using the dustpan and brush to clean the sand away. For children with SEND staff use objects of reference, such as water bottles and snacks, to help them understand there is a change in routine. This helps all children to develop the skills needed for the next stage in their learning.

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need to do better?

n The pre-school staff have a good understanding of the different things they want children to learn. They provide children with a curriculum that helps them to make good progress and develop the skills they need for school. However, staff do not always implement children's individual next steps in learning during their play and interactions with them. This does not help children to build on their existing skills and knowledge more consistently. n Support for children with SEND is well embedded. Staff monitor children's development closely and complete additional screening on their communication and language development. Any gaps in learning are addressed swiftly and targeted support is implemented. Timely referrals to outside agencies are made. This means children with SEND receive the support they need to make progress from their individual starting points. n The provider uses additional funding, such as early years pupil premium, well.

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need to do better?

Children in receipt of the funding access one-to-one sessions with their key person. Staff purchase sensory equipment and resources that support children's special interests. This encourages children to engage in things that ignite their individual curiosity and helps to narrow the gaps in learning. n Staff support children's communication and language development well. They engage children in conversation as they manipulate dough into shapes. Staff use words such as 'squeeze, squash', and 'fold' to extend children's vocabulary. They

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need to do better?

23 September 2024 narrate as children play and encourage them to engage in back-and-forth conversations about what they are doing. Children are becoming confident and articulate communicators. n Children have a lovely attitude to learning and are eager to entertain their friends. They stand up in front of the group and sing lengthy songs with a great degree of confidence. Children skilfully remember the words and use musical instruments to support them. Staff offer encouragement and praise, which boosts children's self-esteem and motivation to continue. n The curriculum for mathematics is implemented well. Staff introduce words such as 'big' and 'full' to broaden children's mathematical language. They teach children to count with one-to-one correspondence during games they enjoy and, therefore, engage well with. Children use the number language they have learned when filling jugs during water play. This promotes children's

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need to do better?

mathematical development and increases their confidence with numbers. n Parents are happy with the quality of care provided. Staff collect information from parents when children first start to help them plan accurate next steps in learning. They share information about children's development and how this can be extended at home. This provides continuity in children's learning and helps them to make good progress. n Staff are happy and feel supported in their roles. The small team work well together and share good practice. They access professional development opportunities, such as training, and have supervision meetings. However, staff do not consistently receive feedback on their practice and targets to help strengthen their skills even further. Consequently, there are some minor inconsistencies in the quality of education.

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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 implement children's next steps more consistently during play and interactions n provide staff with individual targets to strengthen their practice and raise the quality of education.

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Setting details

Unique reference number 306483 Local authority Wirral Inspection number 10351169 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 25 Number of children on roll 20 Name of registered person See-Saw Pre-School Playgroup Committee

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reference number

Telephone number 0151 677 7900 Date of previous inspection 11 October 2018

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Information about this early years setting

See-Saw Pre-School Playgroup registered in 1983 and is situated in Wirral. The pre- school employs four members of childcare staff. All of these hold appropriate early years qualifications at level 2 or above. The pre-school opens Monday to Friday, during term time. Sessions are from 8.45am until 3.30pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children spoke 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 Staff spoke to the inspector about how they support children with SEND. 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 manager showed the inspector documentation to demonstrate the suitability of staff.

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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

23 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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