Greasby Pre-School Playgroup

Inspection of Greasby Pre-School Playgroup Methodist Church Hall, Pickerill Road, GREASBY, Wirral CH49 3ND

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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 separate from their parents with ease as they eagerly start their day at this welcoming pre-school. They independently find their peg to place their coats on before they greet staff and their friends. Children display a strong sense of belonging and show that they feel safe and secure. For example, children cuddle up to staff and excitedly talk about their home life. Staff show genuine warmth and kindness. Children benefit from a fun and interesting curriculum that meets their individual needs. Staff identify what children need to learn next and then plan an appropriate range of learning experiences. Children show high levels of enthusiasm as they melt ice to free toy animals. Children giggle with delight as they use a range of tools and brushes to help remove the ice. Staff expertly introduce a range of new words such as 'melt' and 'dissolve'. Children develop their vocabulary.

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The provision is good

Staff promote children's creativity exceptionally well. Children relish singing and enacting the roles of people who help them. Staff encourage children to immerse themselves into role play. Children pretend to be vets. Staff encourage children to develop their critical thinking from a young age and solve the problem of helping the animals feel well. Children learn how to tend to their own physical needs and are keen to help to tidy toys away. Children develop the necessary skills in readiness for the move on to school.

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need to do better?

n Staff provide a curriculum that centres around each child. All staff have a detailed knowledge of the children in their care and plan interesting and stimulating activities for them. For example, children enjoy creative activities. Some children enjoy the feel of paint on their hands and learn new words such as 'paint' and 'splodge'. Other children work together to mix paint. They laugh as they guess whether the colour will change. Children then test out their theories and cheer when they guess correctly. This promotes children's creativity and curiosity. n Staff promote children's independence well. For example, they attempt to put on their own coats before going outside. Children independently empty their reading bag and choose a replacement book from the setting library. They are excited to share favourite stories with their families. Staff clearly support children to develop a love of reading in this pre-school.

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need to do better?

n Children with special educational needs and/or disabilities (SEND) are extremely well supported. Systems to identify where children may need support are robust, and staff access early help and support promptly. Staff work closely with parents and external professionals to monitor progress and develop clear targets. This helps children with SEND thrive during their time at the pre-school. n Staff say that they love working at the pre-school and that they feel supported

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need to do better?

9 January 2025 by managers. Leaders place a high regard on staff's training and ensure that all staff keep their knowledge up to date. Regular meetings between staff and leaders are used to support staff. However, feedback that staff receive does not always identify clearly how they can further enhance their practice. This means that some inconsistencies in how staff support children to develop their conversational skills have not been identified and acted upon. n Leaders carefully consider how to spend any additional funding, ensuring that it meets the needs of the children. There has been an increase in children who need extra support with the pronunciation of words. Funding is used to provide in-house speech and language therapy. This has a positive outcome on children's communication and development. n Partnerships with parents are exceptionally strong. Parents speak highly of the support they receive and describe the early identification of children's specific

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need to do better?

needs as life changing. Staff provide daily updates on children's well-being and progress. Parents appreciate the good communication. This enables consistency in children's learning and development. n Staff provide opportunities for children to develop their knowledge about the local community. They visit local shops and learn about people who help them. Staff create opportunities for children to celebrate some cultural events. However, the curriculum does not always support children effectively to learn about and reflect on their differences and understand what makes them unique. This does not fully prepare children for the diverse world around them.

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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 the children's interests first.

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should:

n strengthen feedback given to staff to support them to identify precisely how they can improve their practice further, with particular regard to helping children develop their conversational skills n enhance the curriculum to support children to learn about and reflect on their differences and understand what makes them unique to prepare them for the diverse world around them.

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Setting details

Unique reference number EY435334 Local authority Wirral Inspection number 10363993 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 35 Number of children on roll 47 Name of registered person Greasby Pre-School Playgroup Limited

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reference number

Telephone number 07905845239 Date of previous inspection 18 January 2019

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Information about this early years setting

Greasby Pre-School Playgroup registered in 2011. The setting opens from Monday to Friday, during term-time only. Sessions are from 8.45am until 3.45pm on Tuesday, Wednesday, Thursday and Friday. The setting provides funded 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 about their curriculum and what they want the children to learn. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n Staff and children spoke with the inspector during the inspection. n The inspector completed a joint observation with the manager. n The inspector held a meeting with the deputy manager and the manager. She looked at relevant documentation and evidence of the suitability of staff working in the setting. n The inspector spoke with parents during the inspection and took account of their views.

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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 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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