Halebank Pre-school Playgroup

Inspection of Halebank Pre-school Playgroup Halebank Primary School, Heathview Road, Widnes, Cheshire WA8 8UZ

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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 warm welcome to children and their families. They get to know children incredibly well. Staff gather detailed information about each child's experiences and routines when they first start to attend. This enables staff to adapt the provision to meet the unique needs of each child. Children welcome staff into their play and consistently demonstrate that they feel safe and secure in their care. They clearly develop close and trusting relationships with the nurturing staff team.

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The provision is good

Staff have high expectations. They develop a broad and balanced curriculum that focuses on developing children's personal, social and emotional skills in readiness for future learning. Staff recognise the importance of children developing positive attitudes towards their learning. They use their knowledge of children's interests to help entice and motivate them in their learning. For example, staff recognise that some children like to play with water. They skilfully introduce mathematical concepts, such as capacity, as children compare the amount of water in different containers. Opportunities such as these support children to learn in a way that they enjoy.

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The provision is good

Children are taught to recognise the impact of their behaviour on others. Staff are effective role models. They remind children of the importance of sharing toys and speaking kindly to their friends. All children are very well behaved.

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need to do better?

n Staff reflect on the quality of their provision in order to enhance children's experiences. They observe how children use the environment, and make adaptations. Recent changes to the book area have resulted in children choosing to share books and stories more regularly. This enables children to practise important skills, such as turning the pages of books and talking about the pictures. Children are developing a love of literacy. n Staff know children well. They observe and assess what children can do in order to plan for their future learning. That said, on occasion, when implementing activities, staff do not always consider children's current stage of development. They sometimes provide activities that are too ambitious. As a result, children lose interest and do not fully engage in the learning opportunity. n Staff provide a wealth of experiences that children may not otherwise have the opportunity to experience. For example, children harvest fruit and vegetables

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need to do better?

that they have planted and cared for. They recall labelling each plant to help them to remember what they are. Children point to pictures and excitedly say 'I know we planted blueberries here'. Children are supported to recall past learning and apply it in new situations. n Children's healthy lifestyles are promoted well. The setting has gardens that

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need to do better?

19 September 2024 children eagerly access throughout the day. Staff focus on teaching healthy practices, such as good hygiene and oral health. Children enjoy a range of nutritious snacks, and staff conscientiously and carefully follow children's dietary requirements. Children are beginning to understand the benefits of leading a healthy lifestyle. n Partnerships with parents and other professionals are good. Staff quickly recognise when children might need additional support. They talk with parents and put in place interventions to make sure that all children, including those with special educational needs and/or disabilities, make good progress. Parents speak highly of the support they receive, and discuss how staff support them to better understand their children's development. Parents are supported to contribute towards their child's learning at home in a consistent way. n Staff feel well supported. They receive coaching and staff supervision

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need to do better?

opportunities to help them fulfil their roles. Professional development opportunities are carefully targeted to enhance staff knowledge and skills. Staff value the emphasis placed on supporting their well-being. This helps to ensure that the needs of staff are met effectively. n The use of additional funding is carefully targeted and monitored to best support children. For example, funding has been used to provide an outside classroom. This quiet area is used to implement a range of focused communication and language programmes. This effective support means that gaps in children's communication and language often close before referral appointments are issued.

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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 consistently implement the curriculum in a sequential way so that children can build more precisely on their learning.

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Setting details

Unique reference number 303465 Local authority Halton Inspection number 10351229 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 26 Number of children on roll 16

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Name of registered person

Halebank Primary School Pre-School Playgroup Committee

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reference number

Telephone number 0151 422 0988 Date of previous inspection 17 October 2018

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Information about this early years setting

Halebank Pre-school Playgroup registered in 1998 and is in Widnes, West Cheshire. The pre-school employs four members of childcare staff, all of whom hold appropriate early years qualification at level 3 or above. The pre-school opens from 8.50am until 3.20pm, Monday to Friday, during term time only. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager, deputy manager and inspector discussed how the early years provision is organised, including the aims and rational for the 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 manager carried out a joint observation of an activity with the inspector. n The inspector spoke with children and staff at appropriate times during the inspection. n Parents shared their views of the setting with the inspector. 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

19 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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