Oswestry School Prepcare Nursery

Inspection of Oswestry School Prepcare Nursery Bellan House School, Oswestry SY11 2ST

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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

Children smile as they are greeted by familiar staff. This enables children to separate confidently from their parents. Staff know the children and their families well and use these partnerships to meet the individual needs of the children. Children form strong bonds with staff, particularly their key person. This helps children feel secure and supports their overall emotional well-being.

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The provision is good

The management and staff work closely together to create a unique and varied curriculum. They engage sensitively with children as they play. Staff promote the development of key skills as children make their way through their learning journey. All children show elevated levels of engagement, from younger children who excitedly laugh while they press the keys of the keyboard, to older children painting their very own piece of art. Staff have high expectations of children's behaviour, and children consistently behave well.

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The provision is good

Staff are positive role models and never miss an opportunity to praise a child's achievements or behaviour. They treat children with kindness and are quick to respond when children may need a cuddle. Staff encourage independence from an early age. Younger children are encouraged to wash their own hands ready for lunch, and older children put on their coats when getting ready to go outside.

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need to do better?

n Leaders are enthusiastic about providing quality care and education for all children. They have good oversight of the strengths of the setting and what areas they want to develop to further support children's outcomes. For example, through discussion and seeking further guidance, leaders are developing safer sleeping practices for the youngest children, further promoting children's health and well-being. n Leaders and staff have developed an effective planning and assessment system. As a result, staff are confident and plan effectively. All children are provided with support that reflects their individual needs. Staff's practice is monitored by way of ad hoc and planned observation and supervision opportunities. Staff take part in an annual appraisal where areas for development are identified. n Leaders work positively with outside agencies to ensure children with special educational needs and/or disabilities (SEND) receive individualised support at the

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need to do better?

earliest opportunity. Staff ensure children with SEND are included fully in all activities and experiences. Leaders spend additional funding effectively to further enhance their provision and provide additional support to meet individual needs. n Leaders have embedded a robust key-person system. Staff know the children well and provide a range of learning opportunities that support individual next steps. They use varied resources to promote children's skills in all areas of the

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need to do better?

9 October 2024 curriculum. For example, younger children use sit-on bikes and cars to scoot around, developing their large-muscle skills as well as their coordination. Indoors, older children use hand-eye coordination to skilfully hammer golf tees into a pumpkin. Staff are skilled at extending children's learning and introduce concepts such as space, position and counting. n Staff are good role models and support children during play and mealtimes. For example, younger children are supported by staff to 'scoop' their food onto their spoon and pour their preferred choice of drink. This enables children to practise lifelong skills for their future. However, staff do not always provide older children with the same opportunity. Children are not encouraged to be independent and carry out routine tasks that they are capable of doing. n Staff support children's positive behaviour and act as good role models. Older

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need to do better?

children receive rewards for acts of kindness, which are displayed on their 'kindness tree'. Children's behaviour is good. However, at times, staff do not organise lunchtime routines effectively, which increases children's waiting times. Some children lose focus and become distracted. n Staff provide a language-rich environment. Staff promote communication and language through play. For example, younger children benefit from staff narrating what children are doing and modelling single words. Older children benefit from staff providing the opportunity to learn the life cycle of a pumpkin. Staff introduce new vocabulary, such as 'stem', 'rind' and 'pulp', while asking open-ended questions. n Parent partnership is strong. Leaders and staff are passionate about building meaningful relationships with families. The parents speak highly of the setting, especially the staff.

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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 consider the organisation of mealtimes in pre-school to minimise long waiting times n develop pre-school children's independence skills even further at mealtimes by allowing them to manage tasks they are capable of completing themselves.

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Setting details

Unique reference number EY539553 Local authority Shropshire Inspection number 10366702 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 75 Number of children on roll 69 Name of registered person Prepcare Day Nurseries Ltd.

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reference number

Telephone number 01691661931 Date of previous inspection 22 February 2019

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Information about this early years setting

Oswestry School Prepcare Nursery registered in 2016. It is one of five nurseries operated by the same provider. The nursery employs 23 members of childcare staff. Of these, 22 hold appropriate qualifications at level 2 or above, including the manager who holds a level 4 qualification. The nursery opens all year round, from 8am until 6pm, Monday to Friday, except for bank holidays. The provider receives funding to provide early years education for children over nine months.

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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 The inspector spoke to children to find out about their time at the setting. n The inspector spoke with the manager about the leadership and management of the setting. n The special educational needs coordinator 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 inspector carried out a joint observation of a group 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 documents.

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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 October 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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