Adventure Clubs Pre-school and

Before and After School Club

Unique reference number (URN): EY362071 Address: Woodcocks Well Primary School, Woodcock Lane, Mow Cop, Stoke-on-Trent, ST7 3NQ Type: Childcare on non-domestic premises Registered with Ofsted: 06/11/2007 Registers: EYR, CCR, VCR Registered person: Adventure Clubs Ltd.

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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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Behaviour, attitudes and establishing routines Strong standard

Relationships between staff, children and parents are warm, responsive and respectful. All children consistently behave very well, with few reminders from staff. There are well- established routines in place and clear expectations for behaviour. For example, children are consistently expected to say 'please' and 'thank you'. When they are given a magic wand during a mathematics activity, children say 'thank you' without being prompted. Children know that they need to wait for their turn to be given a musical instrument. Even though this is an exciting activity, children wait patiently and politely to be given their shaker or tambourine.

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Behaviour, attitudes and establishing routines Strong standard

Children show kind and caring attitudes towards each other during a practice for a Christmas show. Children dance with a partner. They swing each other around, taking great care not to bang into other children or to swing their partner around too quickly. These consistent and well-understood expectations support all children to manage their own behaviour exceptionally well.

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Behaviour, attitudes and establishing routines Strong standard

Children have high attendance rates. Leaders support parents effectively to understand the importance of regular attendance. This enables children to settle quickly and benefit from the well-established routines. Activities are adapted to meet the needs of all children. For example, during the main circle time, some children take part in a separate small-group role- play activity that better suits their age and stage. This effectively supports all children to have consistently positive attitudes towards their learning.

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Achievement Expected standard

Children develop well from their starting points. They gain knowledge and skills across the curriculum, achieving especially secure progress in the prime areas, as well as mathematics and literacy. Children listen well and communicate confidently, for example, when listening to a story. During a story about animals in winter, they learn interesting vocabulary, such as the word 'drey' when talking about squirrels' homes and the word 'snowflake' when looking at a wintery illustration. Children build physical control and coordination over time as they eagerly explore the resources and inviting learning spaces, particularly outside.

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Achievement Expected standard

Children become motivated, independent learners eager to join in activities and able to concentrate well. This, alongside the academic progress they make and their impressive behaviour, prepares children well for moving forward in their education.

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Children's welfare and wellbeing Expected standard

Care routines meet all children's needs effectively. For example, when staff notice that children need to wipe their nose, they encourage them to get a tissue, wipe their own nose and to wash their hands afterwards. This supports children to develop their independence skills well.

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Children's welfare and wellbeing Expected standard

Leaders and staff know children and their families very well. Staff speak with real warmth and care about children. There is a lot of laughter and chatter in the pre-school between staff and children. Children describe a trip away with their family or updates about their brothers and sisters, and staff respond with genuine interest. When children are tired, they enjoy a cuddle from staff. This demonstrates the positive and nurturing relationships between staff and children.

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Children's welfare and wellbeing Expected standard

At mealtimes, children are supported and encouraged to make healthy choices. They sit in social groups and have interesting discussions. For example, staff and children discuss the importance of drinking water to stay hydrated or times when they have felt happy or sad. Children learn how to cross the road safely and about some of the dangers associated with electricity. This helps to ensure that children develop a good understanding of how to stay safe and be healthy.

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Curriculum and teaching Expected standard

Leaders have developed an ambitious, sequenced curriculum which reflects the needs of all children, including those with special educational needs and/or disabilities. Overall, this is implemented well by staff, particularly in the areas of mathematics, physical development and children's communication and language. Staff and leaders make the most of the pre- school's extensive and interesting outside space when planning the curriculum for physical development. Children enjoy walking up and down the hilly paths when searching for animal tracks and carefully navigate their way across the grassy slopes and mounds. In addition, all children are well supported to ask and answer a range of questions, and their contributions are valued.

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Curriculum and teaching Expected standard

There are, however, slight inconsistencies in the quality of support for children to learn about other cultures as part of their understanding of the world. While this is included in the curriculum, it is not planned for as precisely and effectively as other areas of learning. Therefore, although children learn to understand and respect cultural differences in society, they do not always gain the high level of knowledge they demonstrate in other areas.

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Inclusion Expected standard

Leaders are proactive in identifying when children may need additional support. Assessment systems are used effectively and support children well. This means that leaders and staff have a clear overview of children's starting points and progress. This enables staff and leaders to swiftly identify when children may need adaptations to the curriculum or additional support. The pre-school staff work in positive partnership with parents and other agencies, such as local authority advisory teachers. This helps leaders and practitioners gain a good understanding of how to support all children to make good progress.

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Inclusion Expected standard

Leaders promote inclusion. They have experience of successfully ensuring that children receive the additional support needed to be able to fully access the curriculum. For example, they have supported children to use additional resources, such as 'interest baskets', and provided additional support for communication and language development by using Makaton signing.

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Inclusion Expected standard

Leaders and staff know the children well. They are proactive in supporting families in the widest possible way, for example, signposting and supporting families to access local services when appropriate. They share information with other settings, such as schools, to ensure that this support continues after children move on to their next stage of learning.

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Leadership and governance Expected standard

Leaders know the children, families and local community very well. Overall, they oversee the implementation of a broad and interesting curriculum that promotes children's learning well. Leaders regularly review what they provide for children and families and have a broad understanding of the pre-school's strengths and areas for development. For example, leaders have reviewed the literacy curriculum, ensuring that children are even better prepared for their next steps, such as starting school.

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Leadership and governance Expected standard

Staff speak highly of leaders. They appreciate and value the regular team meetings and supervision sessions, which focus on additional training and on their wellbeing. This helps to ensure that the pre-school continues to develop and improve.

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Leadership and governance Expected standard

Leaders have reflected on their partnership with parents since the last inspection. They have introduced additional opportunities for parents to engage with staff. For example, they provide individual discussions at the start of the day. Leaders have introduced stay-and-play sessions, where parents engage in enjoyable activities, such as messy play, alongside their children. This supports parents to continue children's learning at home.

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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 are happy and settled in this friendly, welcoming and inclusive pre-school. They arrive eagerly, chatting to their friends and to the welcoming staff, and they separate confidently from their parents. Consistent attendance is positively promoted. There are well- embedded routines which support children to settle quickly. Children gather together on the carpet area to begin their day. All children are greeted individually and welcomed by their friends and the staff. There is a warm and harmonious atmosphere in the room and children listen attentively to staff, keen to hear their names.

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

Children discuss what the weather was like on their journey to nursery and talk about the day of the week and month of the year. All contributions are encouraged and valued.

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Inspector:

Sarah Gower-Jones Younger children take part in a separate session to ensure that they have the opportunity to speak and do not feel overwhelmed in the larger group. They play with dolls and discuss with staff how the dolls need to be wrapped up warmly. These activities support children to develop their communication and language skills, and to develop their confidence and sense of belonging.

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Inspector:

Children develop their independence skills well when getting ready for a walk around the outdoor area. They collect their splash suits off their pegs and carefully carry their boots over to the carpet area. Staff encourage and support all children to try to put their suits and boots on by themselves. Children concentrate hard as they push their legs down into their suits and pull their boots on. Staff are full of praise for their efforts, and children beam with pride as they stand up, ready for the walk. This support and encouragement of independence skills prepares children well for their next stage in learning, such as starting school.

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Next steps

Leaders should further develop the curriculum and teaching in some of the specific areas of learning, such as understanding of the world, so that the curriculum is focused more precisely on individual children's development.

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About this inspection

The inspector spoke with leaders and staff 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:

Woodcocks Well Primary School Woodcock Lane, Mow Cop Stoke-on-Trent ST7 3NQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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