The Frantastic Pre-School

Inspection of The Frantastic Pre- School The Lodge, Mornington Road, Southport, Merseyside PR9 0TS

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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

Children thoroughly enjoy their time at this warm and nurturing pre-school. They separate well from their parents and immerse themselves in play as soon as they arrive in this calm environment. Children are keen to explore the wide range of activities on offer, both inside and outside. Staff ensure that every child has a warm welcome during the morning group time. Children confidently speak and use Makaton to sign hello to their friends. Children are sociable and form friendships. Older children confidently tell visitors what they like doing and why they like coming to the pre-school.

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The provision is good

The pre-school is well resourced and staff plan for children's learning with their interests in mind. This helps children to develop positive attitudes towards their learning. Staff follow a consistent approach and have high expectations for children's behaviour. They are attentive and good role models for children. As a result, children know what is expected of them and the daily routine helps them understand these expectations. Healthy lifestyles are embedded into children's daily lives as they discuss their healthy snacks and good hygiene routines. Children follow thorough handwashing routines and staff teach them about the importance of washing their hands to get rid of germs.

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need to do better?

n There is a focus on language and communication skills throughout the pre- school. Staff provide narration as children play, and communication strategies are used to encourage children to develop their confidence to talk in group situations. As a result, children are becoming confident communicators. n Children's self-help skills are well supported. They wash their own hands, pour their own drinks and prepare their fruit at snack time. This supports children's independence well, ready for their eventual move to school. n Children make good progress from their starting points. Staff have a secure understanding of the curriculum and how to sequence this to support children's learning. However, occasionally, group activities do not sustain children's concentration and engagement. As a result, this does not consistently encourage children's positive attitudes to learning. n The curriculum for literacy is well planned and implemented. Regular 'dough

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need to do better?

disco' sessions encourage children to strengthen their hand muscles by rolling, patting and stretching the dough. This supports early writing skills. n Children with special educational needs and/or disabilities are well supported. Staff work closely with parents and other professionals to implement interventions to narrow gaps in learning. Additional funding is spent effectively so it has the maximum benefit for children. As a result, children's individual needs are met.

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need to do better?

9 September 2024 n Partnership working with parents is effective. Staff gather valuable information during verbal handovers with parents at drop-off and collection times. In addition, they successfully keep parents well informed of their children's learning and development. This effective two-way communication helps to build strong and lasting relationships between families and pre-school staff. n Leaders prioritise the well-being of staff. Staff feel very supported by leaders and say they love working at the pre-school and with the children they care for. Leaders have significantly reduced paperwork in order to maximise the time staff spend interacting with children. They also regularly monitor staff health and well-being and operate an open-door policy to address any workplace issues. n Leaders and staff have a good understanding of how to keep children safe. They are aware of the signs and symptoms of abuse and how to report any concerns.

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need to do better?

Staff know the procedure they should take if they have concerns about a member of staff. n Parents deeply value the support staff provide. They describe how staff have supported them and their children with issues such as housing, finances and well-being. They say staff go above and beyond with their 'invaluable support' which has a positive impact on their lives. Older children who have attended previously, remember the staff fondly and comment that when visiting the pre- school it is like coming home. n Leaders are reflective and strive to improve the activities and experiences on offer for the children in their care. For example, there are plans to introduce a herb garden to the outdoor area to teach children what plants need to grow. The improvements made enhance children's learning experiences even further.

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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 interactions to support children to sustain high levels of concentration.

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Setting details

Unique reference number EY536250 Local authority Sefton Inspection number 10351149 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 Sessional day care

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inspection

Total number of places 24 Number of children on roll 29 Name of registered person Taylor, Frances Suzanne

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reference number

Telephone number 07724708015 Date of previous inspection 10 October 2018

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Information about this early years setting

The Frantastic Pre-School registered in 2016. It is situated in Southport. The pre- school employs seven members of staff. Of these, two hold a childcare qualification at level 6, one also achieving early years teacher status, and four hold a childcare qualification at level 3. The pre-school opens from Monday to Friday, term time only. Sessions are from 8.15am to 3pm. The pre-school provides funded early education for two, three- and four-year-old children.

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Inspection activities

n The deputy manager, manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Children spoke to 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 The inspector carried out joint observations of group activities with the provider. n Parents shared their views of the pre-school with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in 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

9 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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