Worth Pre-School Ltd

Worth Pre-School Ltd

Unique reference number (URN): EY439672 Address: Birch Road, Poynton, Cheshire, SK12 1QA Type: Childcare on non-domestic premises Registered with Ofsted: 05/12/2011 Registers: EYR Registered person: Worth Pre-School

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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

Children demonstrate consistently positive behaviour. Leaders and staff act as positive role models as they encourage children to be kind and respectful. Children show genuine care for one another as they work collaboratively, sharing resources and taking turns. For example, while exploring in the woods, children politely ask their friends for a turn with the binoculars to look for birds. These thoughtful interactions reflect a culture where positive relationships are firmly embedded.

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Behaviour, attitudes and establishing routines Strong standard

Children show positive attitudes to learning. They are curious and motivated, becoming deeply engaged in their chosen play. For example, they use wooden rings and corks as pretend food, describing it as 'spicy' and building imaginative play together. This purposeful play supports their communication and language development as they share ideas. Leaders and staff adapt the length and focus of activities to support younger children so that they have the opportunity to be involved and engaged. This helps children to stay motivated and purposeful.

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Behaviour, attitudes and establishing routines Strong standard

Leaders place high importance on attendance. They carefully monitor children's attendance and follow up promptly when children are absent to check on their wellbeing. Where attendance has been a concern, leaders work closely with families to reduce barriers. This has led to improved attendance for children, supporting their readiness for school and ensuring they benefit fully from the experiences on offer.

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Children's welfare and wellbeing Strong standard

The effective key-person system means that children build strong, trusting relationships with familiar staff. They regularly seek them out to play with or for support when needed. For example, children ask their key person to read them a story. They sit on the sofa and enjoy time sharing books. This has a positive impact on children's emotional development as they enjoy this time with the familiar adults.

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Children's welfare and wellbeing Strong standard

Leaders and staff support children very well to understand their feelings and share their thoughts. They show care and respect for each other. Staff act as positive role models as they model good manners. Children instinctively say 'please' and 'thank you' as they ask for help or share resources with their friends. As a result, there is a calm, happy environment where children show care and respect for each other.

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Children's welfare and wellbeing Strong standard

Leaders and staff prioritise children's health and wellbeing. Daily routines provide ample opportunities for energetic outdoor play and physical activity. Staff work closely with parents to promote nutritious packed lunches and healthy choices. Children enjoy fresh fruit at snack times and contribute ideas for future options, strengthening their understanding of healthy eating. Children know to wash their hands before eating and confidently follow this routine before sitting down at the table. Staff sit with the children when they eat their snack and lunch. Consequently, mealtimes are sociable and purposeful, supporting children to develop secure foundations for healthy, active lifestyles.

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Inclusion Strong standard

Leaders and staff are deeply committed to ensuring that every child is supported from the moment they start at the setting. They quickly find out what each child already knows and any areas where they might need extra help. Staff closely monitor children's development and put clear plans in place to ensure all children, including those who face barriers to learning, make progress from their starting points.

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Inclusion Strong standard

Staff work closely with parents, other professionals and outside agencies to plan strategies to support children who have special educational needs and/or disabilities (SEND). Staff know every child in the setting well and implement these strategies superbly. For example, staff use timers to support some children to know how long they have left to play before they will need to tidy up. Additionally, staff ensure children who may need support to follow instructions are given one instruction at a time to follow. This consistent approach helps children to understand routines and what to expect next.

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Inclusion Strong standard

Leaders have a clear overview about ensuring appropriate use of any additional funding. They identify how this can be used to support children with SEND, those who are disadvantaged or those who may face other barriers to learning. For example, they purchase a wide range of resources and additional learning experiences, such as in-house music sessions to enhance children's physical, communication and language development. Leaders ensure that all families are supported well and are provided with a range of help and support when needed. Consequently, children receive the support they need to prepare them well for the future.

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Leadership and governance Strong standard

Leaders demonstrate a clear and ambitious vision for the setting. They are continually reflective about what works well and make clear plans for improvements. They are fully committed to giving every child the best possible start in life. This can be seen in the thoughtful decisions they make and in the welcoming, inclusive environment they have created where all children are encouraged to aim high and feel valued. Leaders recognise the importance of staff knowledge, particularly in supporting children with special educational needs and/or disabilities. They arrange professional development opportunities, such as autism awareness training, to ensure staff have the skills and confidence to meet children's individual needs effectively.

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Leadership and governance Strong standard

Parents are an important part of the setting's community. Leaders build warm, trusting relationships from the very beginning. Families receive regular updates through newsletters, an online app and daily conversations, so they feel well informed about their child's learning and development. As a result, children and families feel valued and well supported.

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Leadership and governance Strong standard

Leaders place a high priority on staff wellbeing. Regular meetings focus sharply on children's progress and on strengthening practice. Staff speak positively about the support they receive and thoroughly enjoy their jobs. Leaders seek out relevant training and carry out regular supervisions. As a result, staff morale is high, and this benefits the children's learning experiences.

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Achievement Expected standard

Children make secure progress across all 7 areas of learning. Staff use regular observations and assessments to understand what children know and can do. They use this information to ensure children access the well-planned curriculum and build their knowledge and skills over time. Children progress well in their communication and language skills. They confidently use language to express their ideas and share their thoughts during play.

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Achievement Expected standard

Children are prepared appropriately for their next stage of learning. Staff place a strong emphasis on developing the essential skills children need for starting school. For example, children confidently manage their own self-care. They independently put on their coats and boots before outdoor play and carefully pour milk and water at snack time. These embedded skills support their growing independence and readiness for the expectations of school.

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Achievement Expected standard

All children achieve from their individual starting points, including those with special educational needs and/or disabilities, those who are disadvantaged and those known (or previously known) to children's social care. Staff identify any gaps in learning promptly and put targeted support in place. Leaders seek advice from external professionals when needed to ensure children receive the right help at the right time. As a result, children continue to reach their developmental milestones and are well supported to move on successfully.

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Curriculum and teaching Expected standard

Leaders have planned an ambitious curriculum that focuses on building children's knowledge and skills over time. Leaders continually reflect on practice and how they can improve. They recently introduced more opportunities for mark making and writing into the different learning areas of the setting to support children's creativity and early literacy development. Children paint pictures outdoors and write shopping lists in the pretend home corner. This helps them to give meaning to the marks they make. Staff plan and adapt activities to support children's ages and stages of development. For example, at circle time, younger children identify their name cards with the help of their photo. Older children start to recognise their written name.

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Curriculum and teaching Expected standard

Mathematics is woven into the curriculum. Children have many opportunities to explore numbers and different mathematical concepts. For example, they use measuring tapes to measure the heights of the daffodils, and staff introduce language such as 'shorter than' and 'taller than'. Children learn to recognise numbers and count dots on dice. This helps children to develop their mathematical skills.

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Curriculum and teaching Expected standard

Leaders and staff have carefully arranged the provision and activities to match children's interests and to provoke their curiosity. They regularly assess what children know and can do and plan activities to support children's next steps in learning. However, at times, the daily routine includes frequent group sessions. While children are generally engaged, it limits opportunities for extended periods of uninterrupted, child-led play where children can consolidate their learning even further.

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

Staff know all children extremely well and have formed warm, trusting relationships with the children and families that attend. Children are warmly welcomed into this setting by the friendly and familiar staff. They immediately show they have a good understanding of the daily routines. For example, they hang their coats and bags on their pegs and put their water bottles away. Children show confidence in their independence skills and settle quickly into different activities. This helps children to develop a sense of belonging at the setting.

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

Children enjoy plenty of time outdoors, exploring their local environment. For example, staff arrange for them to regularly go for walks across the field into a small wooded area. This ensures children keep active and develop their physical skills. Children squeal with excitement as they run down the small slope across the grass. Younger children are supported by staff to balance on wooden tree stumps, while older children skilfully step across them with ease. They eagerly explore the growing daffodils and carefully look inside the petals to see if a sleeping bee is still inside from the day before. They are supported to recall past learning and learn about the world around them.

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

All children, including those with special educational needs and/or disabilities or other barriers to their learning, are supported to be confident communicators. Children regularly engage in back-and-forth conversations with staff, where they share their thoughts and ideas. They enthusiastically play a game of hide and seek in the wooded area with staff. They sing out loud '1,2,3 where are you', and others respond '1,2,3 we're over here'. Children delight as they listen intently and find their friends. Consequently, this helps to develop children's listening and attention skills.

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Next steps

Leaders should strengthen the curriculum so that routines and group times consistently promote high levels of engagement.

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 16:00,Monday,Tuesday,Wednesday,Thursday : 07:45 - 17:00

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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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About this inspection

The inspector spoke with leaders, practitioners, 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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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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