Olive tree preschool

Olive tree preschool

Unique reference number (URN): 2743796 Address: Little lache playgroup, Poplar road, Chester, CH4 8EY Type: Childcare on non-domestic premises Registered with Ofsted: 17/11/2023 Registers: EYR Registered person: Topham, Gillian

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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

Leaders have established a calm and positive environment where well-established expectations for behaviour are consistently understood. Routines and clear boundaries help children understand what is expected of them. Staff support children's behaviour and emotional development, helping them recognise and express their feelings. They encourage children to communicate emotions rather than react to situations. All children begin to reflect on why they feel angry or frustrated and develop strategies to manage these emotions. Children listen carefully and follow instructions well. Younger children begin to understand daily routines, which helps them feel safe and anticipate what will happen next. For example, children know that after snack time they put on their coats to go outdoors.

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Behaviour, attitudes and establishing routines Strong standard

Warm and respectful relationships between staff and children create a nurturing and safe environment. Children demonstrate positive attitudes to learning, take turns and collaborate during play. Babies receive cuddles and close contact during bottle feeding, helping them feel secure. Older children invite staff into their play, ask questions and work together to find answers, supporting their curiosity and engagement.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work closely with parents and carers to promote regular and punctual attendance. Clear procedures monitor attendance and follow up absences, so children benefit fully from their education.

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Children's welfare and wellbeing Strong standard

Staff provide nurturing and responsive care, promptly meeting children's individual needs to ensure their safety and wellbeing. The effective key person system enables staff to know children well and understand their individual needs, allowing them to respond sensitively and build secure attachments. Staff gather detailed information from parents before children start, including allergies, feeding preferences, sleeping routines and weaning. They respect parental wishes and use this information to support continuity of care. Baby room staff understand safe sleeping procedures, and regular checks help keep children safe.

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Children's welfare and wellbeing Strong standard

Children, including those with special educational needs and disabilities and those who may face barriers to learning, receive appropriate support. Staff adapt routines where necessary so all children can participate fully. An emphasis on physical and outdoor play supports children's coordination, strength and overall physical development. Children develop independence in their self-care routines, such as toileting and handwashing. They learn about the importance of good oral hygiene during daily toothbrushing. Staff also support children to recognise, express and manage their emotions. Quiet areas provide opportunities for children to reflect, relax and develop strategies to support their emotional wellbeing in a calm and secure environment.

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Inclusion Strong standard

Leaders implement robust systems to identify, assess and review children's development. Staff carry out regular observations and assessments, enabling them to identify children's individual needs quickly. They plan targeted intervention that supports children's progress and closes gaps in their learning swiftly. Staff adapt the curriculum and differentiate experiences to reflect children's needs and stages of development. For example, they provide small-group activities that support children to build on their confidence and emotional development in a focused and supportive environment. All children, including those with special educational needs and/or disabilities, disadvantaged children and those known to social care, access the curriculum and develop their skills.

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Inclusion Strong standard

Leaders use extra funding strategically to enhance children's experiences and opportunities. They fund external activities, such as sports and dance sessions, which develop children's physical skills, confidence and social interaction. This particularly benefits children who may have limited opportunities at home, for example those living in accommodation without access to outdoor space.

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Inclusion Strong standard

Leaders also use funding to help strengthen staff expertise, such as training in speech and language development. Leaders monitor children's progress extremely closely and review the impact of support. They work in partnership with families and professionals, to ensure targeted intervention and provision consistently meet children's changing needs.

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Achievement Expected standard

Children are excited to learn and engage well in their chosen activities. They show curiosity as they investigate and explore the environment. All children, including those with special educational needs and/or disabilities, disadvantaged children and those known to social care, achieve from their starting points and make progress across the curriculum. For example, babies develop physical skills as they balance and coordinate movements while climbing over age-appropriate obstacles. Older children explore the natural world outdoors and experiment with mark making using items such as twigs and leaves. They notice how different objects create different marks and talk about their discoveries. However, staff interactions do not consistently support all areas of learning.

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Achievement Expected standard

Children develop communication and language well overall as they discuss what they see and do during activities. They begin to share ideas and build vocabulary through everyday experiences. They independently access books, point to pictures and communicate what they see. Children build on what they know and can do, developing the skills needed for the next stage of learning, including readiness for school.

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Curriculum and teaching Expected standard

The well-structured curriculum supports the progress of all children, including those with special educational needs and disabilities and those from disadvantaged backgrounds or known to social care. Through a robust observe, assess and review cycle, staff identify gaps in learning and adapt activities to meet each child's needs and developmental stage. This helps all children make progress across the curriculum.

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Curriculum and teaching Expected standard

High-quality teaching builds on what children already know and can do. Staff use children's interests to extend learning. For example, when children discuss rain and rainbows outdoors, staff support further exploration by researching rainbows together and introducing vocabulary such as reflections and prisms. Staff generally introduce mathematical language during everyday activities, such as counting, and using words like 'bigger' and 'smaller'. However, this is not yet consistently embedded in practice.to help strengthen children's understanding.

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Curriculum and teaching Expected standard

Communication and language development is prioritised well overall. Staff narrate play and ask open-ended questions. Children enjoy books, songs and stories, and younger children begin to copy actions and join in. However, practitioners do not always allow enough time for children to respond, which can limit opportunities for communication. Children develop physical skills through activities, such as riding bikes, climbing obstacles and tummy time. Staff also support children's emotional wellbeing by helping them recognise and talk about their feelings.

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Leadership and governance Expected standard

Leaders understand the strengths of the setting and generally understand the actions they need to take to enable consistently high levels of teaching throughout the setting. They typically monitor staff practice well, and use supervision and feedback to support ongoing improvement. Professional development is prioritised, and leaders provide training to develop staff knowledge and skills. The impact of training is evident. For example, training on behaviour and emotional development has supported staff to adapt their approach and better help children understand and manage their feelings. Leaders make decisions in the best interests of all children, including those with special educational needs and/or disabilities and those who face barriers to learning. They consider staff wellbeing and workload when planning changes and ensure staffing arrangements support effective day- to-day practice.

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Leadership and governance Expected standard

Parent partnership is a key strength of the setting, and parents and carers highly value the care and education their children receive. They comment on the effective communication with staff through daily discussions and an online system, which shares information about children's learning, care needs and next steps. Staff invite families to stay-and-play sessions and information events to strengthen partnerships.

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

Children feel safe, valued and secure because staff build warm and respectful relationships with them. Each child has a key person who knows them well, understands their individual needs and works closely with families to support their care and learning. Staff welcome children into a calm and well-organised environment, and establish clear expectations and consistent routines that help children feel confident and settled.

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

Children enjoy learning and achieve well. They have a good attitude to learning and staff promote their attendance and punctuality. Teaching is effective, and the curriculum builds on what children already know and can do. Staff adapt the curriculum to lessen any barriers to children's learning and therefore all children make progress from their starting points. Staff encourage children to explore the natural world, investigate their surroundings and develop their physical skills through outdoor play and age-appropriate challenges. They generally support communication and language by asking open-ended questions, introducing new vocabulary and encouraging children to share their ideas. Children listen, respond and collaborate with their friends during play. Staff help children recognise and manage their emotions, and children use quiet areas to reflect and regulate their feelings.

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

Staff promote independence and healthy routines, including self-care skills and daily oral hygiene. Through responsive care and strong partnerships with families, children develop a strong sense of belonging within the setting.

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Next steps

Leaders should continue to develop the curriculum for communication and language, ensuring children consistently have the opportunity to think and respond before staff intervene. Leaders should enhance the mathematical curriculum to give more opportunities for children to build on their knowledge and understanding in everyday play and routines.

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About this inspection

The inspector spoke with leaders, staff, 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

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Address:

Little lache playgroup Poplar road Chester CH4 8EY

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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 - 17:45

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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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0 to 4

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

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

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