S4YC Out of School Club and Preschool - Bishop Wilson

Preschool - Bishop Wilson

Unique reference number (URN): EY453899 Address: Bishop Wilson C of E Primary School, Puddington Lane, Burton, NESTON, CH64 5SE Type: Childcare on non-domestic premises Registered with Ofsted: 13/09/2012 Registers: EYR, CCR, VCR Registered person: S4YC Limited

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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 Expected standard

Children generally start the setting at age-appropriate development or above. All children, including children with special educational needs and/or disabilities, make steady progress.

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Achievement Expected standard

Children develop their speech and communication. Babies copy actions to songs, and repeat familiar words. Older children join in with well-known phrases in stories and develop increasingly complex language, taking turns in conversation. Pre-school children are eager to answer questions and are supported to talk about emotions and feelings. Children develop listening and attention skills that help prepare them for their transition to school.

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Achievement Expected standard

The setting is based within the school that most children will attend. Children are familiar with the school environment, which helps to support a smooth transition.

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Children's welfare and wellbeing Expected standard

Managers and staff have good knowledge of each child's individual needs. They gather information as children start at the setting, such as allergies, medical needs and likes and dislikes. This helps them to provide appropriate care to keep children safe and well.

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Children's welfare and wellbeing Expected standard

Children demonstrate that they feel incredibly safe, happy and confident in the care of the staff. Babies lift their arms or toddle to familiar adults, and older children eagerly show their key person their achievements. Parents comment on the secure relationships their children form with staff and say their children are happy and eager to attend . Staff help children recognise and talk about their feelings and support them to regulate their behaviour.

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Children's welfare and wellbeing Expected standard

Managers work with the wider company to promote healthier meals for children. Children have healthy snacks and daily opportunities for outdoor exercise. They enjoy climbing, running, balancing and jumping in muddy puddles, developing their physical skills.

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Children's welfare and wellbeing Expected standard

Staff work closely with parents to ensure sleep routines are familiar. For example, they use songs children recognise from home and understand how children like to be comforted as they sleep. Children's wellbeing is well supported, and children are confident and settled.

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Behaviour, attitudes and establishing routines Needs attention

Staff consistently model kind, caring and considerate behaviour and remind children of the expected behaviours in the setting. As a result, children usually demonstrate positive behaviour. They are sociable and cooperative with their friends and they use please and thank you, when talking to each other and adults.

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Behaviour, attitudes and establishing routines Needs attention

Managers and staff are working hard to support children's engagement within daily routines. For example, they have introduced placemats to help children sit at the table for lunch and snack. This supports all children, including children with special educational needs and/or disabilities, to follow routines and share seating.

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Behaviour, attitudes and establishing routines Needs attention

However, routines are not planned effectively. Children are expected to wait too long at mealtimes. They become bored, wave their placemats and are less responsive to adult requests. Some group activities take place when children are seated too close together, which results in distraction and reduced concentration. On these occasions, children's usually positive attitudes to learning reduce.

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Curriculum and teaching Needs attention

The curriculum is generally well planned to support children's progress across the 7 areas of learning. Staff are skilled in considering ways to engage children, however, weaknesses in teaching mean that learning is often repeated rather than built progressively on children's current skills and knowledge. While staff plan appropriate next steps for children, teaching is sometimes generic rather than focused on individual children's starting points.

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Curriculum and teaching Needs attention

Language development is sequenced, with babies hearing single words being repeated during songs and stories, and older children developing their descriptive language. However, staff do not always support children to build on their skills as quickly as they could. For example, children who say one word clearly are not consistently offered another word to extend their speech. That said, children make steady progress and become confident communicators.

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Curriculum and teaching Needs attention

Mathematics is taught throughout the setting. For example, older children learn about measuring while younger children learn to match and sort.

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Curriculum and teaching Needs attention

Staff consider ways for children to share events they have enjoyed at home with their friends and adapt activities so that all children can be involved. However, managers have not set clear expectations for supporting children's knowledge and understanding of similarities and differences in their homes and the homes of their friends.

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Inclusion Needs attention

Staff use assessment well to help them identify children's current knowledge and skills. They plan appropriate next steps for learning and monitor children's progress as they move through the setting. This helps them to identify any gaps in children's learning. However, occasional weakness and inconsistencies in teaching and routines cause children to lose concentration, reducing opportunities for deep engagement in activities.

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Inclusion Needs attention

Managers and staff carefully consider different ways to help children understand and engage in the day. For example, they use visual prompts. As a result, children who may not otherwise join activities are eager to engage.

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Inclusion Needs attention

Staff benefit from regular support and advice from specialists within the wider company, and other professionals who work with children attending the setting. This helps staff to offer tailored care for children with special educational needs and/or disabilities. Staff work with parents and other professionals to develop consistent approaches to supporting learning for children where gaps in learning have been identified, sharing ideas and reviewing strategies that help children to make progress. This helps children to experience greater consistency between learning at the setting and at home.

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Leadership and governance Needs attention

The setting has changed provision to offer places to children under 2 years of age. The environment has been adapted, and new staff have been recruited. Leadership of the setting is also changing. This transition is supported by the wider company, and managers new to the setting are given time to get to know staff, children and parents before stepping into the role.

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Leadership and governance Needs attention

Managers have clear processes for supporting staff wellbeing and for maintaining staff development through supervision and training. However, they do not consistently identify where improvements are needed to strengthen teaching of the curriculum or improve routines to better support children's learning.

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Leadership and governance Needs attention

Managers work hard to be inclusive, and families describe them as welcoming and supportive. Where children are identified with gaps in learning, swift action is taken, including referrals to other services where appropriate.

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Leadership and governance Needs attention

Strong partnerships are in place with parents and the local school, supporting children's smooth transition and readiness for their next stage of learning.

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Leadership and governance Needs attention

Managers occasionally consider some achievable learning to be too complex for children. For example, expectations do not consistently support children to learn about the similarities and differences in the beliefs of others, which limits opportunities for children to celebrate diversity within their peer group.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children eagerly arrive at this welcoming and safe setting. They independently take off their coats before choosing where to play. Staff gather relevant information from parents, such as whether children have slept and eaten well. This helps them to be sensitive to children's needs. Staff and children form close bonds, and children are happy in the kind and nurturing care of staff who know them well.

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

Staff use their knowledge of children to plan learning that links to current interests. They consider the needs of all children, making adjustments as needed. For example, staff offer resources to support children who they know find it hard to concentrate. This helps children, including those with special educational needs and/or disabilities, to engage. However, weaknesses in routines cause children to lose their concentration. For example, focused activities taking place at the same time result in children being distracted. While children generally show a positive attitude to learning, on these occasions, they find it difficult to concentrate or become deeply engaged in learning.

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

The setting is based within the village school, and managers have established secure partnerships with teaching staff at the school. As a result, staff know the skills that will support children as they progress to school, and parents describe the transition as 'seamless'. Recent changes have been made to offer places to children under 2 years of age. Managers identified training to support staff caring for this younger age group. Staff explain how they note non-verbal cues as babies communicate. Babies chuckle as staff respond to them.

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

Assessment is used to plan appropriate next steps for children and staff describe how they intend to support children's learning. Staff engage in play and offer children new words. For example, staff say 'squeeze' and 'squeak' as babies explore bricks. Older children are enthralled as they use their imagination to guess what item might be in a box. Children make progress and they are prepared for the transition to school.

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

Staff use their knowledge of each child to help children build their identity. Children are confident and talk about individual family experiences, such as outings and celebrations. However, managers' expectations of children's ability to understand similarities and differences limits teaching. For example, teaching does not promote children's understanding of different families and beliefs beyond their own. As a result, children's knowledge of diversity, even within their own community, is not consistently developed and celebrated.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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diversity

Leaders strengthen the Implementation of the curriculum and routines effectively to support children's deep engagement and continuous learning. Leaders support staff to implement learning that allows children to explore similarities and differences in cultures beyond their own experience.

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About this inspection

The inspector spoke with managers, staff, operational managers, and the special educational needs coordinator 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:

Bishop Wilson C of E Primary School, Puddington Lane Burton NESTON CH64 5SE

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30

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Address:

Local authority: Cheshire West and Chester

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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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