S4YC @ Wharton Childrens Centre

Inspection of S4YC @ Wharton Childrens Centre Wharton Childrens Centre, Bradbury Road, Winsford CW7 3HN

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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 Not applicable

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The provision is good

Children enter the busy nursery with confidence and anticipation. They know that they will have time to play and explore. Staff show that they understand how children learn. When toddlers show an interest in building with blocks, staff join in and talk with them. Children develop a steady hand as they carefully stack the blocks. They have fun discovering what happens when their tower gets too tall and tumbles down. Pre-school children work together to complete a number jigsaw puzzle. Staff support them to count accurately. Children learn that the last number that they say tells them which written numeral to look for.

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The provision is good

There is a purposeful atmosphere in the nursery and this helps to promote children's concentration and motivation to learn. Staff have introduced strategies for promoting children's self-control. They show children a red circle and say 'stop'. Then they prompt children to think about and modify their behaviour. This helps children to become considerate towards others as they grow. Parents and carers say that they feel listened to. They are pleased with how staff work in partnership with them when children transfer to the next childcare room. This fosters positive relationships that promote children's emotional well-being.

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need to do better?

n Leaders and managers evaluate the provision. They plan improvements that have a positive impact on children's experience and learning. In one example, children were enabled to move freely between the indoor and outdoor spaces. This has helped to promote children's healthy development. Children feel even more encouraged to follow unique lines of enquiry in their play. n The provider's system for supervising staff is supportive. Staff say that they feel able to share concerns and to put forward their own ideas for advancing their professional skills. However, sometimes, the intended impact of planned training and development is not stated explicitly enough. This means that, sometimes, the impact of professional development activities on the quality of practice is not measured accurately enough. n The curriculum promotes children's health and physical development effectively. Toddlers eagerly explore the indoor climbing frame. Climbing the steps promotes

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need to do better?

children's balance and helps to strengthen their muscles. Pre-school children develop cooperative, imaginative play that involves running and chasing. They get out of breath and this helps them to develop stamina. They learn to change speed and direction with increasing ability. n Staff plan activities that promote children's hand and finger strength. Children squeeze and roll play dough. They peel oranges at snack time. Children draw and paint frequently and staff support them to progress towards using a tripod pencil grip. This helps children to develop the foundations of fluid handwriting.

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need to do better?

16 January 2025 n Staff promote children's communication development. Children of all ages join in with action songs. This helps them to learn new words and they repeat correctly formed sentences. However, there are occasions when staff communicate less effectively. Pre-school children gather for story time, but some need more support to move their attention from self-initiated play to being ready to listen to the story. They miss the beginning and this limits their learning. n Children's readiness and motivation to read are promoted well. They encounter books everywhere in the nursery and staff frequently read to individual and small groups of children. The nursery has books for children to borrow. This helps parents to continue children's learning at home. Children learn that reading is pleasurable and that books give them new information. n Staff provide tailored support for children with special educational needs and/or

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need to do better?

disabilities (SEND). They welcome advice from other professionals and incorporate it into children's learning plans. Additional funding is used effectively. For example, staff purchase equipment that enhances children's learning. Staff support parents to participate in multi-agency assessment processes. This helps everyone to understand and meet the needs of children with SEND. n Staff follow policies and procedures that help them to promote children's welfare. Children's accidents and injuries are recorded and parents are informed. Managers check and collate the accident reports. The information that they gain informs changes to risk assessments and staff training. This promotes and continuously improves the health and safety of children and 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 check that professional development activities have a precise intention, so that the impact on practice is measured and built upon n help staff to focus even more closely on the detail and impact of every interaction with children.

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Setting details

Unique reference number 2749794 Local authority Cheshire West and Chester Inspection number 10381576 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 60 Number of children on roll 102 Name of registered person S4YC Limited

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reference number

Telephone number 07814389469 Date of previous inspection Not applicable

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Information about this early years setting

S4YC @ Wharton Childrens Centre registered in 2023. The nursery employs 20 members of childcare staff. Of these, one member of staff holds a qualification at level 4, 11 members of staff hold qualifications at level 3 and three at level 2. One member of staff holds early years teacher status. The nursery opens from Monday to Friday, all year round. Sessions are from 8am until 6pm. The nursery provides funded early education and has places for children living in deprivation.

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Inspection activities

n The nursery manager, the S4YC early years lead and the inspector completed a learning walk of the nursery. They discussed the intentions for the curriculum. n The inspector conducted a joint observation of practice alongside the nursery manager. n The inspector held meetings with the managing director, the early years lead and the manager. She spoke with staff and children during the inspection. n The inspector spoke with parents and took account of their views. n Examples of relevant documents were sampled and reviewed by the inspector. She checked evidence of the suitability of staff working in 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

16 January 2025 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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