Mini V Preschool

Inspection of Mini V Preschool Vernon Primary School, Clumber Road, Poynton, STOCKPORT, Cheshire SK12 1NW

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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 Outstanding

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The provision is good

Children flourish at this delightfully warm and welcoming pre-school. Leaders are passionate about early years and committed to providing children with the best early start possible. The dedicated and experienced staff build an excellent rapport with parents, carers and children. They create a safe environment, where children are incredibly happy and quickly grow in confidence. For example, children are excited to show visitors what they have made. They engage in conversations with them, knowing that staff are nearby. All children demonstrate they feel safe and secure. They demonstrate a real sense of belonging in the pre-school.

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The provision is good

Leaders and staff know children very well. They create an ambitious curriculum that is sequenced and helps children to build on existing skills. The pre-school team monitors children's learning and development through regular observations and conversations with parents. This helps them to identify next steps to support children to make progress. Staff use their knowledge of children's interests and next steps when they plan motivating activities for children. All children make good very good progress from their starting points in development.

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need to do better?

n Overall, the quality of education is very good. Staff recognise when children need support and when to step back to allow children time to find solutions themselves. For instance, they avoid helping younger children too quickly, such as when they struggle to peel and slice their bananas during snack time. This well-timed support means that children remain engrossed and obtain skills to be resilient learners. However, occasionally, staff do not consistently stretch and extend the most able children's learning. Therefore, sometimes, staff do not best support these children to build on what they already know and enhance their knowledge. n Children are highly independent. Staff tailor daily routines so that children develop their independence. This is evident when they give children responsibilities, such as 'helper of the day' and helping to set the tables for snack time. Children take great pride in placing children's name cards next to

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need to do better?

their friends, so they can sit together. In addition, staff support children to master new skills independently, such as taking responsibility for their personal belongings and their self-care routines. Children rapidly gain the essential skills for their future learning and their eventual move on to school. n Children access a rich set of experiences that support them to continually build on their existing knowledge. For instance, children are in awe as they create their own science experiments. They explore the reaction between bicarbonate of soda and paint containing vinegar. Children are captivated when staff bring learning to life as they teach children ambitious new words in context, such as

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need to do better?

18 July 2025 'react' and 'explode'. This supports children to develop more complex language. n Leaders and staff work closely with parents and other professionals to put in place plans to support children with special educational needs and/or disabilities (SEND). This helps children with SEND to thrive and make the best possible progress. In addition, staff use additional funding to give children more one-to- one support and provide targeted resources. This helps children with SEND to access learning alongside their peers. n Children are fully aware of staff's expectations for their behaviour, and they behave exceptionally well. Staff model how to deal with any disputes that occur and teach children the importance of sharing. Staff show a passion for teaching children to show respect for one another. This is evident in the way they speak to children and how children respond. n Parents receive regular updates, daily feedback and scheduled evaluations to

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need to do better?

stay informed and involved in their child's progress. Leaders record parents' level of satisfaction with the care and education through feedback in questionnaires. In addition, parents comment that children are also encouraged to complete their own questionnaires, and their views are considered. This supports children to have their say on their own learning. n Staff work extremely closely with Reception class staff at the host school. They use feedback from the Reception class staff to precisely plan learning experiences for children. This helps children to continue to flourish in their learning and emotional well-being when they start at school. n The very experienced and long-established staff team works together very well. Staff say they feel very well supported by the leaders in their professional development and well-being. They are very reflective and dedicated to the continuous improvement of the service they provide.

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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 support staff to better recognise, and make more effective use of, opportunities to stretch and extend the most able children even further in their learning.

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Setting details

Unique reference number EY453476 Local authority Cheshire East Inspection number 10394889 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 32 Number of children on roll 55 Name of registered person Stock, Hazel Eunice

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reference number

Telephone number 07710 578 096 Date of previous inspection 30 September 2019

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Information about this early years setting

Mini V Preschool registered in 2012 and is situated in Poynton, Stockport. The pre- school employs 10 members of staff. Of these, one member of staff holds early years teacher status, one member of staff holds a recognised qualification at level 6 and eight staff hold early years qualifications at level 3. The pre-school opens during term time, from 9am until 3pm, Monday to Friday. It provides government funded childcare for two-, three- and four-year-old children.

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Inspection activities

n Leaders joined the inspector on a learning walk and talked to the inspector about the curriculum and what they want children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Leaders and the inspector evaluated the effectiveness of an activity together. n The inspector spoke to staff and children throughout the inspection. n Parents shared their views of the pre-school with the inspector. n Leaders provided a range of relevant documentation on request.

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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

18 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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