Christopher Robyn's Pre-school Limited

Christopher Robyn's Pre-school 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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Inclusion Strong standard

The setting operates in a diverse local community. Staff and leaders have an astute understanding of the unique context they operate within. They use their excellent knowledge of family backgrounds to provide an exemplary inclusive provision where every child is supported to thrive. Leaders strive with tenacity and dedication to meet the needs of the families who access their service.

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Inclusion Strong standard

Leaders receive additional funding to support some children who attend. They use this money extremely wisely to tailor their care in the most appropriate ways and help children to make the progress of which they are capable. For instance, leaders occasionally waiver or subsidise attendance fees to ensure that children benefit from continual and uninterrupted learning. Leaders arrange for local businesses to donate toys to families and signpost parents to local food banks. This is a highly inclusive provision because support is precisely targeted and impacts positively on families lives.

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Inclusion Strong standard

Staff identify and assess children's individual needs quickly, including those with special educational needs and/or disabilities. They rapidly implement interventions for those children who are considered to have barriers to their learning. Staff ensure that support is timely, proportionate and reviewed regularly. They know children well and make thoughtful and necessary adaptations to their teaching, environment and activities to enable all children to successfully participate and thrive.

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Inclusion Strong standard

Staff work incredibly closely with a range of professionals. They proactively seek the expertise from social workers, speech and language therapists and health visitors to best support children in their care. The setting has a remarkable reputation among these professionals for their excellent attitude and approach to inclusion.

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Achievement Expected standard

Children are enthusiastic and motivated learners. They move from one activity to another with purpose and intent. Their engagement in meaningful play helps them to progress from their starting points and prepare for the eventual move to school.

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Achievement Expected standard

Children learn about the wider world in which they live in very practical ways. For instance, when playing in the garden, they notice when ambulance drivers beep their horns as they pass. In a similar encounter, children talk about the vehicle that sweeps the roads as it cleans the road nearby. Children learn about people within their community and different professions, developing their knowledge of the world. Children enjoy borrowing books from the setting's library. This enables them to read at home, extending their love for literacy from an early age. Children are confident as they proudly showcase their jewel artwork, completed during a recent creative activity. They recall their learning about the different textures of craft materials, such as 'shiny' and 'bright'. Children demonstrate secure and developing language skills. Children with special educational needs and/or disabilities progress well.

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Achievement Expected standard

They benefit from quieter spaces, with fewer distractions and less interruptions. This adaptation illustrates how all children are supported to thrive. Children's rapid achievement is not consistently supported because there is not a collective understanding of children's learning needs among all staff.

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Behaviour, attitudes and establishing routines Expected standard

Children find structured and established routines very reassuring. Typically, they know what is expected of them as they follow predictable and repeated tasks. For instance, at the beginning of each day, children enjoy group time. They anticipate this activity by congregating together on the carpet without prompting.

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Behaviour, attitudes and establishing routines Expected standard

Children's behaviour is generally positive because they clearly understand what is expected of them. Staff adapt and adjust their behaviour management strategies to ensure an inclusive approach for all children. Typically, children behave well. When children experience age-appropriate frustrations, staff help them to understand their heightened emotions and feelings through clear explanations and activities. Children also enjoy plenty of praise and encouragement to reinforce positive behaviours. Children trust and respect the adults who care for them. They respond well to staff's successful interventions to manage their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Relationships shared between children and staff are positive. Children find the warm interactions they receive from friendly staff very reassuring. This helps to build their sense of belonging. Children receive small and appropriate opportunities to undertake responsibilities throughout the day. This enables them to shine as they stand tall and complete these tasks with pride and careful attention. For instance, children help to set the table prior to snack time. Undertaking these responsibilities throughout the day builds children's independence and positive self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

Staff and leaders work tirelessly to promote accessibility for all families. The opening and closing times for the setting have recently been amended to match local schools' operational hours. This has impacted positively on children's punctuality and attendance. This is an example of the practical steps taken by the responsive leadership team to promote children's attendance.

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Children's welfare and wellbeing Expected standard

Vigilant and cautious staff promote children's welfare and wellbeing well. To illustrate, staff ensure that children wear helmets when they play on bicycles. This minimises risk and protects children from possible harm. Children wash their hands with soap and warm water before eating, promoting their positive health. They skip to the bathroom, clearly familiar with this routine task. Staff supervise children when they wash their hands closely to ensure rigour, but typically children complete the task independently. Children's personal safety, physical development and health are promoted very well. Children enjoy nutritious snacks, and staff encourage parents to make healthy packed lunches. This bolsters children's positive attitudes towards healthy eating. Systems are in place to ensure that those children with special dietary needs are carefully catered for. This meets children's individual needs and promotes their safety while eating.

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Children's welfare and wellbeing Expected standard

All children's emotional wellbeing and welfare are supported because staff have an inclusive attitude towards this aspect of their practice. To illustrate, those children who need emotional reassurance are readily offered cuddles and are encouraged to sit on a staff member's knee during group activities. Alternatively, those children who prefer to be more independent are given space to explore. This adaptive approach illustrates how all children are supported to thrive in their welfare and wellbeing.

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Curriculum and teaching Expected standard

The curriculum design is clear, simple and informs every interaction between staff and children. Leaders describe the four cornerstones of the curriculum as healthy habits, independence, vocabulary and inclusion. There is a collective commitment to deliver this curriculum and, as such, children benefit from effective teaching.

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Curriculum and teaching Expected standard

Staff understand their role to teach children and extend their knowledge and skills. They role model effectively by showing children how to complete new tasks. Staff ask questions and make suggestions to extend children's learning. They are skilful teachers, and their active participation in children's play helps to promote learning.

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Curriculum and teaching Expected standard

Notably, children become confident communicators. Staff talk to children continually, pausing at appropriate times for children to respond to questions and engage in discussions and conversations. Their physical development is equally well promoted. For example, staff encourage children to put on their own coats, manage their toileting needs and feed themselves independently. Teaching helps children to acquire the necessary and key skills in readiness for school.

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Curriculum and teaching Expected standard

Staff observe children continuously and build an accurate picture of children's abilities and progress. Key persons know exactly what they want children to learn next, and children are well supported to progress. However, published next steps displayed in the pre-school are sometimes too broad. Wider staff members, who also interact with children, are are a little unsure about how best to support learning. This means that although teaching delivered by key persons is precise, this high-quality teaching does not always extend to other adults who play with children. In turn, children's experiences are variable.

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Leadership and governance Expected standard

Leaders have successfully created a culture of improvement. There is a true sense of teamwork among the entire staff team. Staff all work together to improve and achieve high standards for children and families. This impressive sense of togetherness and joint ownership of the vision drives continual development.

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Leadership and governance Expected standard

Leaders are considerate of staff's wellbeing and workload. Effective teamwork means that workload is evenly shared and tasks are delegated fairly. Staff benefit from weekly staff meetings. These offer an opportunity for staff to join collectively and for leaders to thank staff for their efforts and hard work. Staff are valued, happy and motivated to excel.

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Leadership and governance Expected standard

Partnerships with parents and carers are positive. Leaders ask parents for their views, enabling them to contribute to the setting's aims and goals. Collaboration between home and the setting are established and effective. A sample of parents' comments include, 'Staff are absolutely amazing' and their children have 'grown so much in confidence'. These exemplify the positive and joined-up approach achieved between staff and parents.

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Leadership and governance Expected standard

There is an emerging culture of professional development across the staff team. However, this is not yet fully established to strengthen staff's confidence and skills even more, impacting positively on outcomes for children.

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

Children who attend this setting are happy, confident and assured. They giggle and laugh with their peers, enjoying social interactions with their friends. Children explore with intrigue and curiosity. They concentrate for extended periods of time when they play. All children, including those with special educational needs and/or disabilities, enjoy their learning. This positive attitude is a wonderful foundation for children to thrive in their future learning journey.

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

Children benefit from a broad and balanced curriculum. They acquire key skills, such as increasing confidence in their language and vocabulary to assert their ideas and follow instructions. Children are also physically assured, both in their gross and fine motor skills. Staff prepare a bright and stimulating environment. The toys and resources are packed away each night, which gives staff an opportunity to refresh and renew the games and toys available.

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

Children arrive each day excited about what awaits them. The interesting environment enriches children's love of exploration and play. They enjoy exploring sensory mats, using their fingers to push and chase bubbles around the surface of the mat. This helps to extend their problem-solving and thinking skills. Interesting activities adorn each table and space in the room, such as an exploration area where children enjoy touching, scooping and counting pasta and other textured materials. This is a fun, engaging and stimulating space where children prepare well for the next stage in their learning and eventually school.

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

Leaders and staff work closely with parents and carers to promote children's consistent and uninterrupted learning. Generally, children's attendance is high. Leaders quickly follow up on

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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: Monday,Tuesday,Wednesday,Thursday,Friday : 08:50 - 14:50 any unexpected absences to ensure children's welfare.

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Next steps

Staff should ensure that there is a collective understanding of children's next steps to promote consistent interactions and help children make rapid progress. Leaders should extend professional development opportunities to improve staff's skills in areas they are less confident and assured.

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About this inspection

The inspector spoke with staff, leaders, speech and language therapists, social workers and children 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. Local authority: Stockport

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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. 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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