Atherton Pre-School Day Care Limited

Inspection of Atherton Pre-School Day Care Limited Hag Fold, Dorset Road, Atherton, MANCHESTER M46 9PT

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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 arrive at the pre-school happy and settled. Staff's warm smiles and positive attitudes help to create a welcoming environment. Children are eager to come into the pre-school and confidently explore their surroundings. The key- person system is well established, and staff know children and their families well. Children demonstrate they feel safe and secure. In the main, leaders and staff plan an ambitious curriculum with a focus on encouraging children to become independent and confident communicators. They plan fun and exciting play opportunities to support this. For example, children enjoy cutting up vegetables and exploring the new textures and colours.

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The provision is good

Staff support children to lead healthy lifestyles. They provide nutritious and healthy snacks. Staff have supported parents and carers to develop their knowledge about healthy lunch box ideas for their children. Children enjoy lots of opportunities to balance on low-level equipment and regularly access the large outdoor environment. These opportunities support children's physical development. Children behave well and show a positive attitude to their learning. For example, they enjoy ring games with the pre-school's 'friendship ring'. This supports children to participate in large-group activities and develop their social skills.

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The provision is good

Leaders ensure that staff have the training to support their teaching skills and help all children to progress. For example, staff consistently build on what they already know to support children who speak English as an additional language. The pre- school provides a range of books to build on children's use of English. Staff create special books with important key words in children's home languages. This helps children to have a sense of belonging.

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need to do better?

n Leaders plan a balanced curriculum that is tailored to children's individual needs and helps children to build on their learning. For example, children practise their fine motor skills as they use scissors to cut up materials. These opportunities support children's small-muscle development. Staff have good knowledge of what children already know and what they want them to learn next. Overall, the curriculum is implemented well, which helps children to make good progress. n Leaders have a curriculum in place for mathematics. Staff implement parts of this well, such as supporting children to learn how to count. However, at times, the opportunities for children to develop their mathematical skills past counting are limited, and staff do not consistently challenge and extend children's understanding in this area. n Staff support children's communication and language skills well. During stories, they read to children in an exciting manner and introduce them to new

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need to do better?

3 June 2025 vocabulary, such as 'cocoon'. In addition, staff speak clearly and role model good language. Consequently, children develop good early communication and language skills. n Children learn important skills for the next stage of their development. They undertake age-appropriate tasks, especially during mealtimes. For example, children choose and serve their own snack and pour their own water from a jug. These opportunities foster high levels of independence. n Partnerships with parents are positive. Staff share information to support parents, such as how to maintain children's oral health. However, they do not consistently keep parents up to date with their children's next steps in learning. As a result, continuity in children's learning and development is not consistent. n Staff have clear expectations for children's behaviour and conduct. They reinforce the rules of the pre-school regularly to help children to understand

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need to do better?

what is expected of them. Staff use effective strategies, such as a sand timer, to support children with turn-taking. Children demonstrate positive behaviour and are kind to their peers. n Leaders value their staff, most of whom are long-standing and work well together. Staff have opportunities, such as during supervision meetings, to discuss their well-being and professional development opportunities. Training is targeted to support the needs of the children in the pre-school. For example, some staff have completed training to support children with managing their emotions. Leaders understand the importance of having well-trained staff and the positive impact this has on children's outcomes.

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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 the curriculum for mathematics in order to help children to build a secure knowledge of early mathematical skills n enhance the support and ideas given to parents for children's learning at home, to extend children's development further.

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Setting details

Unique reference number EY448674 Local authority Wigan Inspection number 10398046 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 52 Number of children on roll 75 Name of registered person Atherton Pre-School Day Care Ltd

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reference number

Telephone number 01942883957 or 01942884184 Date of previous inspection 1 October 2019

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Information about this early years setting

Atherton Pre-School Day Care Limited registered in 2012. It is run by a voluntary management committee. The setting operates from Dorset Road Community Centre in Atherton, Wigan. It is open from Monday to Friday during term time. Sessions are from 9am to midday and from midday to 3pm. The pre-school also accepts children from 8am and can care for children until 5pm. It employs 12 childcare staff, nine of whom hold early years qualifications at level 3 or above. The pre-school offers the government-funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n The inspector viewed the pre-school and discussed the safety of the premises. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector spoke to parents during the inspection and took account of their views. n Staff spoke to the inspector at appropriate times during the inspection. n The inspector carried out a joint observation with the manager. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

3 June 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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