Rainow Pre-School

Rainow Pre-School

Unique reference number (URN): 305262 Address: Rainow Institute, Stocks Lane, Rainow, Macclesfield, Cheshire, SK10 5XR Type: Childcare on non-domestic premises Registered with Ofsted: 06/01/1971 Registers: EYR Registered person: Rainow Pre-School Committee

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

The keen focus of personal, social and emotional development within the curriculum serves children well. Children thrive under this approach. They are resilient, emotionally literate, understanding, calm, focused and caring. Most pertinently, they are confident. Staff and management are committed to providing children with a holistic curriculum, which prepares them for the next stages in their learning journeys, particularly considering their move to primary school. They prepare children for the expectations and routines of primary school while preserving the child-led, play-based approach that best supports young learners.

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Achievement Strong standard

Children progress rapidly. Their achievement within communication and language is particularly impressive. Staff and management recognise this as a major support for children's ability to seamlessly transition to primary school or indeed to initially settle into the setting.

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Behaviour, attitudes and establishing routines Strong standard

Children learn from the positive role modelling of the staff and management. Staff respect children, and children respect staff and their peers in return. Staff and management have differing expectations for behaviour for children, depending on their age and stages of development However, the high levels of ambition for every child in this area do not waver. This is clear in children's behaviour. They are kind, resourceful, calm, respectful and considerate. They care about their peers. Children help one another without prompt. They recognise when their peers are struggling with an emotion and take steps to help them regulate. They are successful and it is inspiring to watch children support one another in such a targeted and thoughtful way.

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Behaviour, attitudes and establishing routines Strong standard

Children have positive attitudes to the curriculum, to their peers, to staff, and they approach learning with wonder and excitement. Staff and management support this love for learning and encourage children to continuously grow and progress. Staff and management are acutely aware of what every child at their setting needs to thrive. They support families with home learning, creating consistency for children and promoting attendance to the setting. This all benefits children.

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Children's welfare and wellbeing Expected standard

Care practices are considered important aspects of the curriculum. They are treated as thoughtful times to bond further with children. Staff and management use these times to have considered communication with children, interaction and an opportunity to further reinforce the respectful relationships between children and adults. Children reflect this in their own routines. They use snack times, for example, to chat with their peers, relax and interact with staff. They enjoy this time, and this benefits their personal development.

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Children's welfare and wellbeing Expected standard

Children have impressive levels of emotional understanding. They are resilient, confident and expressive. They place importance on their own wellbeing and also on the wellbeing of their peers. This is a level of consideration not always seen from such young ages. Established routines support children's individual needs and are well known and well responded to by children.

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Curriculum and teaching Expected standard

Staff and management work seamlessly together to ensure an individualised curriculum is delivered for every child. They are highly skilled at adapting all activities to suit the learning style, developmental stages and current goals of each child as an individual. Children benefit from this approach, making swift progress across all 7 areas of learning, particularly in their personal, social and emotional development. The staff and management place particular emphasis on helping to create confident, expressive, curious and kind children, which they succeed in doing.

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Curriculum and teaching Expected standard

Communication and language development is a key focus of the curriculum. Staff and management use their impressive teaching skills to weave purposeful challenge into every activity for every child. They carefully expose children to problem-solving opportunities during their interactions. For example, while completing a jigsaw, staff point out similar features on the corresponding picture to help children consider what colour piece may be next, rather than just pointing out an obvious feature or the correct piece. This approach pays off and children feel so proud to complete the jigsaw independently after much focus.

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Curriculum and teaching Expected standard

Mathematics support is another key feature of the curriculum. Staff and management introduce ambitious mathematical learning tailored to every child's stage of current understanding. This helps children quickly begin to grasp new concepts.

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Inclusion Expected standard

Staff and management at this small setting work hard to embed inclusive practice for every child and family. They ensure they know every child and family well. This includes children's progression, current development goals, any barriers to learning and their personal learning styles. This sharp understanding of the children who attend the setting allows the management and staff to implement an inclusive curriculum, which suits the needs of all. They do so successfully in part due to their effective working partnerships with parents. This

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Needs attention

approach is successful as reflected through the impressive progression of every child across the 7 areas of learning. For example, staff and management recognise that children who access their setting come from a small, rural community and may not have the same diversity in their experiences as other children. They expertly weave new experiences and learning about other cultures into the curriculum. This helps to ensure that children do not experience any barriers in their preparation for a life in modern Britain.

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Leadership and governance Needs attention

The setting is committee-led. Unfortunately, the committee do not fully understand their role and legal responsibilities as a registered provider. They recognise their broad duties but fail to recognise how their lack of full understanding places extra burden, stress and workload on the onside management. The committee have not notified Ofsted of all committee members to allow the relevant suitability checks to be carried out. This breach of requirements does not have any impact on children, as the unknown persons are not involved with children or present at the setting. They also do not make decisions that impact on children. All those who work with children have relevant suitability checks in place. Children are safe.

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Leadership and governance Needs attention

The onsite leadership and governance falls to management. This is highly effective. Staff benefit from regular supervision sessions with targeted coaching and support. Risk assessment is embedded and tailored to consider the public use of the building. Staff are very happy in their roles and praise the effective, considerate working of management. Professional development is continuous, evaluative and supportive of staff individual needs.

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Leadership and governance Needs attention

The day-to-day running of this setting by staff and on-site management is without fault and highly beneficial to all children who attend, as well as their families.

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What it's like to be a child at this setting

Children develop safe and loving relationships at this setting, both with staff and management, and with their peers. They thrive under the ambitious curriculum not least because of the keen focus placed on children's personal, social and emotional development. All children and their families are valued. Community spirit is a unique and integral aspect of this setting. Staff and management work tirelessly to keep the setting running as they recognise the progression all children make here. Children are very well prepared for the next stages in their learning journeys, especially for primary school. They are highly confident and approach learning with gusto. They genuinely enjoy and benefit from the curriculum.

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Inspector:

Shauneen Wainwright Children feel safe to explore, both physically within their environment and figuratively, by exploring their emotions and reactions. They quickly develop a keen understanding of their own feelings and the feelings of others. They jump to support one another and understand how to assist their friends, who are struggling to regulate. This is a skill that is highly impressive for their ages. Staff and management see these skills and are so proud of children's achievements.

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Inspector:

The setting is committee-led although they are not involved in the day-to-day running of the provision. The committee do not have a full grasp of their legal duties as a registered body. They do not keep Ofsted abreast of any changes, such as new members joining the committee. This means Ofsted cannot conduct the expected suitability checks. This breach of requirements does not impact on children or their safety, as unchecked members of the committee have no involvement with children.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following action by the assigned date:

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About this inspection

The inspector spoke with management, staff, children and parents during the inspection.

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About this inspection

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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Address:

Rainow Institute Stocks Lane, Rainow Macclesfield Cheshire SK10 5XR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Rainow Pre-School Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 12:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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