Bollinbrook Pre-School

Inspection of Bollinbrook Pre-School Bollinbrook C of E Primary School, Abbey Road, MACCLESFIELD, Cheshire SK10 3AT

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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 happily and settle quickly into the daily routine. They form positive relationships with staff, which helps them feel safe and secure. The environment is welcoming and thoughtfully arranged to support children's curiosity. Staff know the children well and use this knowledge to support children's development effectively. The curriculum engages children in play and learning. For example, children learn about life cycles as they care for and release butterflies. Furthermore, children re- enact scenes from stories using props and imagination skills in the garden. Children can make their own choices in play. They are learning to be kind and considerate. For example, they independently congratulate their peers when they achieve 'star of the day'. Children demonstrate an awareness of others' feelings.

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The provision is good

Staff work closely with local schools to support smooth transitions, including sharing information about children's individual needs and emotional development. Visits from Reception teachers and children visiting the school grounds help prepare them for the move with confidence. Leaders make effective use of additional funding, such as the early years pupil premium, to enhance provision. For example, the introduction of a new climbing frame has strengthened outdoor learning opportunities for disadvantaged children, who benefit from the enriched physical experiences.

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need to do better?

n The curriculum is well sequenced and focuses on the prime areas of learning. Children's communication and language is promoted through repeated storytelling, rich vocabulary and small-group discussions. For example, during a group shape activity, staff encouraged children to recall and describe 3D-shapes using precise language. While group times support some children well, staff do not always plan well enough for the needs of all children. This results in some other children sometimes losing focus. Not all children consistently engage with planned learning during group times. n Children behave well and are learning to manage their feelings with increasing confidence. Staff use visual aids and emotion props, such as the 'Colour Monster', to help children recognise and manage their feelings. Staff support children who become upset by talking through their emotions and using a visual timetable to offer reassurance. Children are developing greater self-control and

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need to do better?

respond positively to adult support. n Staff actively promote children's understanding of diverse cultures and communities. They learn about a range of festivals and share traditional stories, such as Romanian books for bilingual children. Children use diverse resources, including dolls, during their everyday play. As a result, children are developing respect for others and a sense of their place in a diverse world.

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need to do better?

26 June 2025 n Children's personal development, especially regarding independence and school readiness, is well supported. Children practise putting on coats, toileting and managing snack time. They engage in healthy routines, such as handwashing before meals and oral health discussions. However, hygiene routines, such as children washing their hands after wiping their noses, are less consistent. This means children are not fully supported to understand how germs spread and how to keep themselves healthy. n Partnerships with parents are a clear strength. Parents feel well informed and involved in their child's learning journey through regular updates, observations and progress discussions. Staff share ideas for home learning and next steps, helping parents to support their child's development at home. Children benefit from consistent support between home and nursery, which helps them make further progress in their learning and development.

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need to do better?

n Children take part in regular physical activity. Weekly physical education sessions help them to learn about movement, exercise and keeping their bodies active. In general daily play, children enjoy riding bikes and climbing in the garden. These opportunities build on children's physical development. n Leaders show a clear commitment to supporting staff's well-being and ongoing professional development. Staff feel supported, with manageable workloads and a positive team culture. Regular training helps staff to learn new skills and to respond confidently to children's needs. Children are cared for by staff who feel confident in what they do and are well prepared to meet their needs.

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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 review the organisation of group times to ensure that children are challenged and remain focused on their learning n encourage staff to implement consistent hygiene procedures in relation to children's handwashing, and support children to understand how to stay healthy.

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Setting details

Unique reference number 304984 Local authority Cheshire East Inspection number 10398379 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 Sessional day care

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inspection

Total number of places 24 Number of children on roll 37 Name of registered person Bollinbrook Pre-School Committee

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reference number

Telephone number 07905 054537 Date of previous inspection 17 October 2019

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Information about this early years setting

Bollinbrook Pre-School registered in 1989. The pre-school employs six members of childcare staff. Of these, four hold appropriate early years qualifications at level 2 to level 6, including the manager who holds early years teacher status. The pre- school opens Monday to Friday, during term time. Sessions are from 8.55am until 3pm. The provider offers the government funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The inspector viewed the provision and discussed the safety of the premises. n The manager and the inspector completed a learning walk together of the pre- school and discussed the early years curriculum. n Staff spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on children's learning. n The inspector spoke to parents during the inspection and took account of their views. n The inspector and deputy manager carried out a joint observation. 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

26 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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