Christopher Robyn's Pre-school Limited

Limited

Unique reference number (URN): 2738975 Address: The Guide Hut, Mill lane, Woodley, SK6 1QJ Type: Childcare on non-domestic premises Registered with Ofsted: 17/07/2023 Registers: EYR Registered person: Christopher Robyn's Pre-school 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

Steady progress is made by all children, including those with special educational needs and/or disabilities, and those known to be vulnerable. Children build on their existing skills as they take part in sequenced learning. For example, they become proficient at putting on their coat before they learn how to use the zip.

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Achievement Expected standard

Children engage well in targeted activities to support their language and communication. They demonstrate listening, attention and recall as they enthusiastically join in story sessions. Children generally behave well and learn positive social skills such as sharing and turn-taking.

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Achievement Expected standard

Overall, children develop the skills and knowledge they need to prepare them for the next stages of their education, including moving on to school.

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Children's welfare and wellbeing Expected standard

Children's wellbeing is a high priority for managers. They know families well and are swift to respond to any concerns, offering support and making referrals where necessary. Children benefit from the effective partnerships that managers have created. These support timely interventions which help to keep children safe.

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Children's welfare and wellbeing Expected standard

Parent partnership is supported by regular communication from staff. This helps staff to learn about any current concerns for their key children. Staff demonstrate respectful and warm interactions with children. Children show trust in the adults who care for them.

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Children's welfare and wellbeing Expected standard

Staff encourage children to use strategies that help with cooperative play. For example, staff help children to set a timer to support them in turn-taking with favourite resources. They acknowledge that this is hard for children, and they thank them for caring and kind behaviours.

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Children's welfare and wellbeing Expected standard

Managers have prioritised development of healthy lifestyles. Changes have been made to snacks and parents are encouraged to provide healthy meals. The curriculum has been adapted offering movement sessions daily.

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Needs attention

Hygiene practice is generally appropriate. Managers are swift to make changes when needed, such as ensuring that children have individual towels to reduce the risk of spreading infection.

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Inclusion Expected standard

Managers and staff consider ways to help children to feel safe and secure in their care. They strive to offer children experiences that they might not otherwise enjoy. This supports children to be curious and to try new experiences.

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Inclusion Expected standard

Staff skilfully use ongoing assessment to identify gaps in learning. They seek advice from specialists within the setting to provide effective and timely support. Managers have effective working relationships with other professionals. This means children receive immediate support while waiting for more specialist interventions. For example, children's speech and communication skills benefit from targeted group work while specialist support is arranged. This helps children to make sustained improvements. Children's ongoing progress and the impact of any interventions are closely monitored through regular multi-agency meetings.

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Inclusion Expected standard

Reflective practice helps managers and staff to identify and address barriers to learning. For example, they have recently made changes to the learning environment to make it more accessible to all children. Managers work closely with outside professionals to build staff knowledge, to help them shape experiences for children. For example, staff access training to broaden their knowledge of supporting children with special educational needs and/or disabilities. Managers carefully consider the use of any additional funding, prioritising the needs of the children for whom it is intended.

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Behaviour, attitudes and establishing routines Needs attention

Managers and staff consistently model kind and caring behaviours. They are involved in children's play and are on hand to help children sort out any small disagreements. Children generally behave well; they turn-take and share resources. However, there are occasional inconsistencies in the way behaviour is managed. For example, staff occasionally give opposing instructions, leaving children confused.

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Behaviour, attitudes and establishing routines Needs attention

All staff know children well and the close bonds are obvious as children snuggle into staff when tired or take staff by the hand to show them items of interest.

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Behaviour, attitudes and establishing routines Needs attention

Managers have adapted the opening hours of the setting to meet the needs of parents who are dropping older children at school. This encourages regular attendance, good timekeeping and enables children to receive the maximum entitlement from funding. Furthermore, it helps children to be in an established routine in readiness for their transition to school.

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Behaviour, attitudes and establishing routines Needs attention

Routines are in place and are generally understood by children. However, the lack of clear organisation during some group times disrupts the children's concentration and engagement.

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Curriculum and teaching Needs attention

Overall, staff engage children in purposeful learning. However, occasional inconsistencies in the implementation of the curriculum and weaknesses in teaching mean children repeat activities they are already proficient in. For example, children join activities planned to encourage their knowledge of size. Staff ask questions that children already know the answer to. They do not offer new learning to build on children's current abilities. Children lose interest and wander away from the activity. They do not benefit from purposeful learning at these times.

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Curriculum and teaching Needs attention

Managers plan the curriculum to cover all areas of learning. Adjustments, such as visual aids, support the engagement of children, including those with special educational needs and/or disabilities. Managers develop children's independence and social skills in readiness for school. Staff use skills they have learned from other professionals to teach children to be increasingly articulate and use a wide vocabulary.

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Curriculum and teaching Needs attention

Outdoor play is offered daily. Children are controlled in their large motor movements. Managers have identified the development of healthy lifestyles as an area for improvement. The curriculum has been adapted to include daily exercise and movement sessions. Children engage well and develop their knowledge of ways to stay active as they bend and stretch. Staff use conversations to support children with skills such as counting and recognising size and shape. This helps children to develop their knowledge of mathematics.

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Leadership and governance Needs attention

Overall, managers use reflective practice to improve and adapt provision. They are quick to respond when they identify areas for improvement, including seeking out training to support staff knowledge and practice. However, managers' oversight of the curriculum has not identified inconsistencies and occasional weaknesses in the daily routines. As a result, children sometimes lose interest in activities and are not consistently supported to sustain positive attitudes towards learning throughout the day.

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Leadership and governance Needs attention

Staff benefit from regular supervision and training which helps them to maintain their motivation and enjoyment of their role. Managers consider staff wellbeing and staff say they feel well supported.

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Leadership and governance Needs attention

The managers demonstrate a positive approach to overcoming any challenges. For example, they are creative in the use of outdoor space, using trips to extend children's outdoor learning opportunities and build their knowledge of nature.

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Leadership and governance Needs attention

Work with local professionals is a significant strength. These partnerships, such as early help, health visitors and speech and language therapists, help to identify timely and effective interventions to help children and families. They support the inclusion of all children and have a positive impact on the care, learning and wellbeing of all children at the setting.

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

Managers work closely with local schools to help prepare children for their move on to school. Independence and social skills are prioritised and children are increasingly able to manage self-care skills, such as putting on their own coats. The curriculum is planned to support learning. However, occasional inconsistencies in the implementation of the curriculum mean that learning is not always precisely focused on children's current abilities. As a result, children lose interest and are less engaged in learning.

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

Managers are proud of the inclusive approach that is at the heart of their provision. All staff demonstrate warm and nurturing relationships with the children. Staff discuss with parents how their children have been at home, for example if children have slept well. This helps them to be sensitive to children's individual needs. Children demonstrate that they feel happy, safe and secure.

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

Children are generally supported by staff to help them know what will happen in their day. However, occasional weaknesses in the delivery of the routine leads to children receiving mixed messages about their behaviour. Staff recognise that not all children want to take part in group activities. However, they do not consider how the independent play of some children disrupts the concentration of the rest of the group and some children are less responsive at these times.

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

Managers and staff are quick to notice any gaps in children's learning. The established partnership with specialists is a strength of the setting and enables children to receive early intervention. For example, the setting works closely with speech therapy teams to support children's developing language skills. This helps children, especially those with special educational needs and/or disabilities to progress well from their starting points.

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

Attendance and punctuality are promoted to help children benefit from their time at the setting.

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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 managers and practitioners 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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Christopher Robyn's Pre-school Limited

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Address:

Operating hours: Tuesday,Wednesday,Thursday,Friday : 08:50 - 14:50

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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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