Little Chatterpillars Pre School

Inspection of Little Chatterpillars Pre School The Lodge, 22 Beresford Road, Manchester M32 0PY

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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 warmly welcome children and their families as they arrive. Children are happy and eager to start their day. They settle quickly into the familiar daily routine. Staff provide children with an array of fun opportunities that promote their curiosity and develop their early mark-making skills. For example, children eagerly explore resources such as the interactive writing pads and confidently show visitors the different marks they can make.

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The provision is good

Children benefit from a well-sequenced, ambitious curriculum that, in the main, staff implement well. Leaders and staff are committed to ensuring that all children, including those with special educational needs and/or disabilities (SEND), make good progress. The setting uses additional funding effectively to help close gaps in children's learning. For instance, children engage in yoga sessions delivered by a teacher from an outside agency. This supports a consistent approach to children's learning and supports their good health and emotional well-being. As a result, children have a positive attitude to learning and show a willingness to engage. This further strengthens the progress they make.

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The provision is good

Staff speak to children calmly and provide gentle reminders of the behavioural expectations. Children are kind and helpful to one another. For example, they help each other find an apron ready for water play. This demonstrates children's consideration and mutual respect of others.

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need to do better?

n Staff engage children in thoughtfully planned experiences and activities. Children enjoy playing cooperatively with each other in the water tray. They share resources and take turns in their play. Children behave well and demonstrate a positive attitude towards their learning. n Staff deliver a sequenced curriculum for physical development that aims to build on what children already know and can do. For example, they encourage children to squeeze water from pipettes in the water tray, use rolling pins to roll dough and model how to carefully cut with the scissors. These opportunities help children to develop the fine motor skills needed to support their pre-writing skills. n Leaders regularly reflect on the care and education the nursery provides, making carefully considered changes. For example, recent changes to settling-in procedures allow staff to effectively plan opportunities for children's learning

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need to do better?

from the outset. As a result, children settle well in the nursery environment. However, leaders are not as proactive in helping staff refine their teaching skills. This means some staff are not able to quickly adapt their delivery of the curriculum and shape their interactions with children to enhance their learning

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need to do better?

10 December 2024 even further. n Support for children with SEND is very good. Leaders and staff regularly assess children's overall progress, allowing them to proactively identify emerging gaps in learning at the earliest stage. Staff at the nursery work very well with other professionals and share relevant information about children. Staff plan and review children's individual goals to ensure that they receive the right help. This ensures all children receive the support they need to make consistent progress. n Children learn about the importance of keeping healthy. They enjoy nutritious snacks, visit the allotment where they grow and harvest their own produce, and are supported to follow good hygiene routines. However, staff do not always implement the intended curriculum for outdoor learning precisely enough. For example, staff do not consistently give all children enough opportunities to access the outdoor area. This means that children who prefer to learn outdoors

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need to do better?

do not get consistent opportunities to build on their existing skills. n Staff support children's communication and language development effectively. Children have opportunities to listen to stories and sing songs. Staff extend children's vocabulary as they play and interact with them. For example, they introduce words such as 'squeeze' and 'pour' as children use pipettes and jugs in the water tray. Staff use basic British Sign Language when needed to further support children's developing speech and language. As a result, all children are confident communicators. n Staff work closely with parents, and children benefit from this continuity of care. Parents speak highly of the support they receive and feel listened to and valued. Parents appreciate the regular communication and updates about their children's learning and development. This joined-up approach further supports children's continued learning and progress.

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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 further enhance the systems for staff support so all staff receive incisive feedback that helps them deliver all aspects of the intended curriculum consistently well n strengthen the curriculum to better support children who prefer to learn outdoors.

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Setting details

Unique reference number EY501803 Local authority Trafford Inspection number 10363849 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 20 Number of children on roll 21 Name of registered person Reid, Abigail

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reference number

Telephone number 07816963351 Date of previous inspection 11 January 2019

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Information about this early years setting

Little Chatterpillars Pre School registered in 2016. The pre-school employs four members of childcare staff. Of these, two hold early years qualifications at level 3 or above. The pre-school opens from Monday to Friday during term time. Sessions are from 9.30am to 12.30pm Monday and Friday and from 9.30am to 3.30pm Tuesday, Wednesday and Thursday.

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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 children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the interactions between the staff and children. n Children spoke to the inspector during the inspection. n The inspector spoke to parents and grandparents and took their views into account. n The manager and the inspector carried out a joint observation together. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

10 December 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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