The Oaks Preschool

Inspection of The Oaks Preschool Rear of St Paul's C OF E Primary School, Warton, Preston PR4 1DD

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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 Requires improvement

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The provision is good

The setting knows that children learn best when they feel safe and secure. Leaders take the time to get to know the children and plan a range of activities to support their interests. Children enter happily and enthusiastically call out to their friends. Staff are kind and build warm, caring relationships with the children. This helps children to settle. Staff are ambitious for children and want them to succeed. They know when to step in to provide additional support. For example, staff help children select the right tools to shape the dough. Children smile in delight when they succeed.

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The provision is good

Staff are positive role models. They have appropriate expectations for children's behaviour. They use effective methods to praise and reward children. This helps children to learn positive behaviours, such as sitting on the carpet at circle time and taking turns. Children are much more able to explain to staff how they are feeling by using simple hand gestures, such as a 'thumbs-up.' Consequently, children can express how they are feeling and know that there are adults there to support them.

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The provision is good

Staff encourage the children to be as independent as possible. Children pour drinks for themselves and for their friends. They put on their coats and concentrate intently as they attempt to fasten the zip. In addition, children enjoy undertaking jobs, such as helping to sweep up the sand with the dustpan and brush. They happily tell staff, 'I can do it.' These tasks help all children, including children with special educational needs and/or disabilities (SEND), to prepare for the next stage in their learning.

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need to do better?

n The setting has made improvements since the previous inspection and has a clear development plan for the pre-school. For example, there are plans to develop the outdoor play area to enhance the outdoor curriculum for children. Staff supervision and support has improved. As a result, staff have a clear understanding of their roles and responsibilities, which contributes to the good- quality provision. n Support for children with SEND is good. The setting identifies when children may need additional help with their learning. It has effective links with partner agencies to support the children. Furthermore, it creates bespoke plans that enable children to work towards specific goals. Consequently, the setting is narrowing the gap in children's learning. n Children enjoy a balanced curriculum. Staff use the children's interests to help them engage in their learning. Overall, staff are aware of the next steps for

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need to do better?

children. However, on occasion, they do not always use their knowledge of the next steps to extend children's learning. As a result, some children are not as

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need to do better?

9 October 2024 engaged as others in their learning. n Leaders provide a range of interesting activities that support children's communication. Children thoroughly enjoy talking to their friends about the sandcastles they have built. However, staff do not always identify when some children become a little overwhelmed and are not fully engaged in discussions. This does not fully support children's confidence and ability to engage in two- way conversations. n Children delight in moulding dough and competently use a variety of tools. They eagerly share their creations with others explaining, 'It is a cake and it is hot!' Children have access to a range of writing implements, such as crayons and paint brushes. These activities help children to develop the coordination and muscles they need for early writing. n Leaders provide opportunities for children to learn about numbers, shapes and measures. Children confidently talk about 'heavy', 'light', 'bigger' and 'smaller'.

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need to do better?

Consequently, children develop an awareness of early mathematical concepts. n The setting supports children to learn about good health and hygiene. For example, staff talk to children about the benefits of eating fruit and vegetables. Children also understand that they need to wash their hands so they 'can get rid of the germs'. As a result, children develop an awareness of how to support their own good health and well-being. n Leaders are aware of the importance of children becoming confident communicators. Children join in with the welcome song and greet their friends in turn. Staff carefully repeat words so that children hear the correct pronunciation, such as 'pat, pat, pat.' These engaging activities support children's acquisition of language. n Effective relationships with parents have a positive impact on children's learning and development. Leaders share ideas with parents, such as reading stories at

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need to do better?

home with their children. This helps to extend children's learning.

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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 all children to participate in activities and discussions to enhance their confidence and communication skills further n support staff to identify what children need to learn now and next to help build on children's prior learning.

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Setting details

Unique reference number EY477425 Local authority Lancashire Inspection number 10319393 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 20 Number of children on roll 6 Name of registered person Shortys Ltd

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reference number

Telephone number 07815930160 /07935839316 Date of previous inspection 19 October 2023

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Information about this early years setting

The Oaks Preschool registered in 2014 and is situated in Warton, Preston. It operates Monday to Friday, from 9am to 3pm, term time only. The setting employs three members of childcare staff. Of these, one member of staff holds qualified teacher status and two members of staff hold appropriate qualifications at level 2 or above. The setting is in receipt of funding for 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 with the inspector about their curriculum and what they want the children to learn. n Children spoke to and interacted with the inspector during the inspection. n The manager and the inspector conducted a joint observation of a group activity. n The inspector spoke with some parents, who gladly shared their views on the setting. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n Staff and the special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The nominated individual and the manager spoke to the inspector about the leadership and management of the setting.

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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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