The Coppice Pre-School and OSC

Inspection of The Coppice Pre-School and OSC Smallwood C Of E Primary Academy, Cheshire CW11 2UR

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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

The enthusiastic staff build close bonds with children at this nurturing setting. Children are eager to attend; they arrive with smiling faces. Even those new to the setting wave happily to their parents. They hold hands with staff and have animated conversations as they walk into the setting. This demonstrates that children feel settled and safe. The curriculum is planned to support all areas of children's learning. Staff focus on teaching children the skills that will help to prepare them for their transition to school. For example, children have many learning opportunities to support their finger strength and manipulation. Staff know this will help them when they learn to write. Children benefit from outdoor experiences. They are delighted as they explore the 'spiky' outer shell of conkers. Staff help children to compare this with the 'smooth' conker they find inside. Children expand their vocabulary as they learn about nature.

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The provision is good

Staff consistently demonstrate kind and caring behaviour. They give children regular praise, commenting on the precise behaviour or skill the praise is for. Children respond well. They work hard, eager to be recognised for their achievements. Behaviour is good, and children demonstrate a positive attitude to learning.

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need to do better?

n The leadership of the setting is good. Staff are supported through regular supervision sessions and team meetings. They talk about regular training, which they use to build their knowledge and to improve practice. Staff say they feel motivated. Staff retention is good. n The daily routine is planned well. Staff have developed innovative ways of helping children to remain engaged throughout the day. For example, children know to stop and listen at the sound of the tambourine. They know this signifies a change in the routine. A photo timeline further supports children to understand and predict what will happen next in their day. This helps children to remain engaged in their learning. n Physical development is promoted well. Children take part in physical development sessions where they are encouraged to jump, crawl and stretch. Staff support children's hand-eye coordination as they build with bricks. Children

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need to do better?

make good progress in their physical development. n Children have many opportunities to build their mathematical knowledge. They are encouraged to sort, match and count as they play. Staff help children to consider if items are heavy or light. Children practise mathematical skills that will help them in their future learning. n Staff want children to be independent. They plan for children to manage tasks, such as handwashing, by themselves. However, on occasion, children do not

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need to do better?

18 October 2024 have sufficient time to complete tasks for themselves. Staff quickly intervene to offer support. As a result, children are not always encouraged to preserve at tasks that support their growing independence. n Children enjoy looking at books and being read to. Staff know the importance of reading to support children's language development. Songs and rhymes are also used throughout the day. Children are eager to join in with familiar songs. They develop recall skills that are helpful when learning to read. n Partnership with parents is good. Children's next steps are shared with parents along with ideas for supporting learning at home. Any gaps in learning are quickly identified and referrals are completed where appropriate. Staff work closely with specialists to ensure that all children, including those with special educational needs and/or disabilities (SEND), make good progress. n Children benefit from the strong partnerships that have been developed between

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need to do better?

the setting and the school they are situated in. For example, children use the school hall for physical activities. They see the teaching staff regularly, and children attend school events. Children become confident in the school environment. However, links with any other settings that children attend are less effective. Information is not consistently shared about children's current development and next steps. As a result, children's care and learning are not always consistently planned. n Older children who attend the breakfast club demonstrate good behaviour. They share resources and use lovely manners, such as saying 'please' and 'thank you' to staff and friends. They show care for the younger children, talking to them and inviting them to join their play. Children say they enjoy the activities and the food at breakfast- and after-school club.

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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 allow children sufficient time to complete tasks for themselves to encourage them to persevere and to support their increasing independence n strengthen links with the other settings that children attend to support a more consistent approach to their care and learning.

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Setting details

Unique reference number EY540448 Local authority Cheshire East Inspection number 10359745 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 48 Number of children on roll 167 Name of registered person Acorn Childcare Nursery Limited

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reference number

Telephone number 01477 500 089 Date of previous inspection 5 December 2018

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Information about this early years setting

The Coppice Pre-School and OSC registered in 2016. It is independently operated from within Smallwood C of E Primary School, Smallwood, Cheshire. The setting employs 12 members of childcare staff. Of whom, one holds an appropriate early years qualification with qualified teacher status, one at level 5, five at level 3 and one at level 2.The setting operates Monday to Friday, all year round. The pre- school opens from 9am to 3pm. The out-of-school club opens from 7.30am to 9am and from 3pm to 6pm during term time and from 7.30am to 6pm during school holidays. The setting provides funded early education for two-, three- and four- year-old children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Parents shared their views of the setting with the inspector. n The inspector carried out joint observations of group activities with the manager. 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 special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector spoke to children to find out about their time at 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

18 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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