Whitley Community Pre-School

Inspection of Whitley Community Pre- School Whitley Village Hall, Village Lane, Higher Whitley, Warrington, Cheshire WA4 4EJ

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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 are excited to arrive and are greeted warmly by welcoming staff. They develop strong bonds with others. This allows them to settle into the daily routine with ease. Staff support children to play together. As they do, children develop their social skills. They learn to take turns and cooperate with their peers. All children receive the care and guidance they need. Children form secure attachments with the caring staff. They thoroughly enjoy their time at pre-school and demonstrate they feel secure in their surroundings.

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The provision is good

Staff are positive role models. They teach children the importance of being kind and having respect for each other's feelings. Older children act as role models for younger children. This enables them to become highly engaged and motivated in their play. This helps children to behave well. Parents also notice and comment on the positive behaviour their children display.

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The provision is good

Staff have developed an ambitious curriculum that helps to ensure that all children make good progress. Staff place a high priority on children's language development within their curriculum. For instance, staff use Makaton signs, which enhances children's communication skills further. Children become confident communicators. Staff plan the safe and stimulating outdoor play space and provide children with plenty of opportunities to be active and curious. For example, children pretend to cook meals in the mud kitchen and talk to one another about how to bake a cake.

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need to do better?

n Staff know their key children well. They observe children in their play and use a range of assessment tools to help plan children's next steps in learning based on their individual interests. Provision for children with special educational needs and/or disabilities is highly effective. Staff work with parents and professionals to ensure support is tailored to meet children's individual needs. This inclusive approach helps all children make progress from their starting points. n Generally, staff provide a language-rich environment. Children's vocabulary is enriched by back-and-forth conversation as they are introduced to new words to help broaden their vocabulary. However, there are times when staff do not give children enough time to think and respond when asking questions. This means that, on occasion, children are not supported to contribute their own thoughts and ideas effectively. n Staff feel supported by leaders. They value discussions to help identify further

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need to do better?

support and training opportunities. This helps to enhance staff knowledge and skills further. For example, staff completed training to enhance their skills in supporting children who speak English as an additional language. As a result, children are effectively supported to develop their communication skills, and staff

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need to do better?

21 May 2025 are highly motivated in their roles. n Children are supported to be physically active, both indoors and outdoors. For instance, children enjoy participating in daily exercise and movement sessions. Staff talk to children about the impact of exercise on their bodies. They encourage children to recognise their increasing heartbeat. This helps children to understand the importance of staying fit. n The curriculum for mathematics is strong. Staff use children's interests in songs and rhymes to introduce children to numbers and counting. Children learn about patterns and begin to match numbers to quantity. They develop an understanding of mathematical concepts, such as more, less, high and low. This helps children to get a good grounding in early mathematics. n Children are provided with meaningful opportunities to learn about the community around them and the wider world. The faiths, cultures and religions

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need to do better?

of all children are explored and given value. For example, children learn about the festival of Diwali. Parents are invited into the pre-school to share their cultures and knowledge with the children. As a result, children deepen their understanding of similarities and differences. n Staff develop a strong partnership with the local school. There is a strong relationship between the headteacher and the staff, as they lead weekly story time sessions within the pre-school. Children recognise staff and attend school events. This helps children fully prepare for a smooth transition to school. n Partnerships with parents are good. Staff provide parents with frequent updates about their child's learning and progress. They speak to parents on children's arrival and collection, promoting a two-way exchange of information. Parents comment positively about the pre-school and staff. They appreciate the care and

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need to do better?

attention that staff provide and the strong relationships that their children develop with their key person and all 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 strengthen staff skills to consistently give children time to think and respond to questions to support children's language skills even further.

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Setting details

Unique reference number EY547875 Local authority Cheshire West and Chester Inspection number 10380720 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 26 Number of children on roll 15 Name of registered person Whitley Community Pre-School

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reference number

Telephone number 07503 112663 Date of previous inspection 20 June 2019

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Information about this early years setting

Whitley Community Pre-School opened in 1997 and re-registered in 2017 following a change to company status. It is located in Warrington, Cheshire. The pre-school employs four members of childcare staff, all of whom hold appropriate early years qualifications at level 3 and above. The pre-school opens from Monday to Friday during school term times. Sessions are available from 9.15am until 3.15pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school. n Children spoke with the inspector during the inspection. 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 inspector spoke to parents 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

21 May 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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