Abracadabra Pre-School

Inspection of Abracadabra Pre-School Rear of Cedar Lane, Milnrow, Rochdale, Lancashire OL16 4LD

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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

Staff effectively support children's emotional well-being. They establish caring and nurturing relationships. Children feel happy and secure in the pre-school. Staff use a visual feelings board where children can express and change their emotions throughout the day. Children are confident to talk about how they feel. Staff promote children's physical well-being. They offer a wide range of indoor and outdoor activities. Children ride two-wheeled bikes, climb on tyres and balance on beams to build strength and coordination. Children develop good physical skills and enjoy being active.

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The provision is good

Staff in the pre-school provide an ambitious curriculum that meets the needs of all children, including those with special educational needs and/or disabilities and children who speak English as an additional language. Staff adapt activities to fully involve children who require extra help. Children make good progress from their starting points. Staff promote positive attitudes to learning by following children's interests and encouraging independence. They support children to lead their own play, such as creating junk models or exploring the mud kitchen. Children are curious, motivated and enjoy investigating.

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need to do better?

n Leaders observe staff in their practice and identify strengths and areas for improvement. This helps staff improve their teaching skills. They undertake courses and share learning with colleagues in team meetings. Children benefit from good quality interactions and consistent teaching approaches. n Staff support children with special educational needs and/or disabilities well. They use individual plans and work in close partnerships with parents and external professionals. Staff use visual aids, sensory resources and structured routines to meet children's specific needs. Children who require extra support are well supported in their care and education. n There are some weaknesses in ensuring all leadership procedures are fully followed. Leaders notified Ofsted about a change in the committee but did not follow all the procedures that Ofsted require. They did undertake the necessary safety checks so there is no impact on children.

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need to do better?

n Staff in the pre-school sequence the curriculum for communication and language effectively including for children who speak English as an additional language. They create a language rich environment. Staff use songs, stories and conversations to build vocabulary. Children develop confidence in speaking and use language to describe what they are doing. n Staff support the development of children's personal, social and emotional skills. They provide activities that promote independence and cooperation. Children take turns, express their feelings and care for others. For example, children work

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need to do better?

9 July 2025 with their friends to hold windmills in the air together. Children form positive relationships and manage their emotions well. n Staff do not consistently recognise or respond to the needs of more able children as they play and learn. They do not always provide sufficient challenge or extend learning to deepen children's thinking and understanding of the curriculum. n Staff promote life in modern Britain. Children learn about different cultures and staff teach children about diversity. Children learn about Chinese New Year, Polish traditions and disabilities through books, activities and discussions. Children respect differences and develop cultural awareness. n Leaders and staff offer a rich curriculum for physical development, both indoors and outdoors. Children have access to the large outdoor area continuously. They use paint with rollers and dig in the allotment. Children develop strength, control

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need to do better?

and confidence in their movements. n Staff build good partnerships with parents. They share updates and hold regular meetings. Staff offer advice about how to continue children's learning at home. Parents feel fully involved in their children's care and education. n Pre-school staff work well with other settings and external agencies. They share information with schools, health visitors and speech therapists. This helps to provide continuity of care and gives children the help they need to thrive.

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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's understanding of how to identify and extend learning for more able children, so they are consistently challenged and supported to reach their full potential.

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Setting details

Unique reference number 316414 Local authority Rochdale Inspection number 10398104 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 26 Number of children on roll 45 Name of registered person Abracadabra Pre-School Committee

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reference number

Telephone number 01706 290 376 Date of previous inspection 3 October 2019

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Information about this early years setting

Abracadabra Pre-School registered in 1997. The pre-school employs seven members of childcare staff. Of these, one is qualified to level 5, five are qualified to level 3 and one is qualified to level 2. The pre-school opens from 8.30am until 4pm, Monday to Friday, during term time only. The pre-school provides government- funded childcare.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 carried out a joint observation of an activity with the manager. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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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 July 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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