Rainow Pre-School

Rainow Pre-School

Unique reference number (URN): 305262 Address: Rainow Institute, Stocks Lane, Rainow, Macclesfield, Cheshire, SK10 5XR Type: Childcare on non-domestic premises Registered with Ofsted: 06/01/1971 Registers: EYR Registered person: Rainow Pre-School Committee

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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

Staff are extremely confident and highly successful in managing behaviour. They provide plenty of praise and encouragement, which reinforces children's positive behaviour. Staff lower themselves to children's level, maintain eye contact and offer very clear explanations, which children of different ages and abilities understand. If necessary, staff successfully distract children to redirect their learning. As a result of this consistent and strategic teaching, children's behaviour is excellent.

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Behaviour, attitudes and establishing routines Strong standard

Staff have high expectations for what children can achieve. They gradually increase the level of difficulty incorporated into play to subtly extend learning in an enjoyable way. Children respond well and demonstrate a 'can-do' and resilient attitude. Children try hard and persevere when they are faced with difficult tasks. This extremely positive attitude is a wonderful asset that all children who attend this setting display.

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Behaviour, attitudes and establishing routines Strong standard

Friendships between children flourish. They seek out their special friends and enjoy each other's company. Children regularly laugh and giggle, indicating they thoroughly enjoy the social element of attending pre-school. Children arrive with a spring in their step, and positive relationships greatly enhance their daily experiences. In turn, this promotes high attendance because children enjoy their time spent here.

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Achievement Expected standard

Children learn about the natural world in very hands-on and practical ways. They develop empathy and emotional skills as they tend to seedlings in the nearby allotment. Children eagerly anticipate undertaking responsibilities, such as harvesting turnips and broccoli, when they are ready. Undertaking these responsibilities helps to build children's independence and also extends their appreciation of where food comes from. Children enjoy large parachute play. They raise both arms simultaneously, extending their core strength, balance and all-round physical skills.

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Achievement Expected standard

Children benefit greatly from a very broad and interesting range of play and activities. They develop creative flair as they explore finger painting. This activity successfully supports children's writing skills as they begin to give meaning to marks. All children, including those with special educational needs and/or disabilities, acquire key skills in readiness for the next stage in their learning and eventual move to school. Extending opportunities for children to engage in more discussions and conversations will further support their progress in this area of learning.

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Children's welfare and wellbeing Expected standard

Staff remain vigilant of children's safety. Children are provided with a suitable amount of freedom to explore the pre-school independently. Staff remain nearby, closely watching them and ensuring their safe supervision. Staff understand what may present a possible risk to children and take sensible steps to remove or reduce hazards. Children have access to fresh air and exercise every day, either in the on-site play area or the nearby allotment. This contributes to children's health. Children's welfare and wellbeing are typically well promoted.

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Children's welfare and wellbeing Expected standard

Snack time is a social occasion and children join collectively, enjoying each other's company. Relationships shared between staff and children help to promote children's emotional wellbeing and happiness. Children enjoy nutritious snacks and show a positive attitude towards healthy eating. For instance, children are curious to try kiwi fruit, extending their appreciation for new and exotic foods. Children who have allergies are well catered for, and all staff are aware of individual care plans relating to dietary needs. This promotes children's welfare when eating. Children have independent access to plenty of fresh drinking water at snack time. However, at other times of the day, drinking water and cups are out of reach and not independently accessible by children. Reviewing and improving procedures relating to the arrangements for accessible drinking water would enhance children's physical wellbeing even more.

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Curriculum and teaching Expected standard

Leaders have designed a clearly sequenced curriculum, so children build their skills and knowledge over time. Children master key skills and prepare well for the next stage in their learning.

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Curriculum and teaching Expected standard

Children learn in a stimulating environment. Staff pack away the toys and equipment each night. This enables them to offer fresh and new activities each day. Staff invest tremendous care and effort into creating a bright and engaging range of play experiences for children. This successfully enthuses children, who remain continually engaged and excited as they play.

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Curriculum and teaching Expected standard

The curriculum is broad and balanced. Staff make the most of what is available to them to enrich children's experiences. For instance, staff who are qualified forest school leaders optimise their expertise to teach children outdoors. This fosters children's curiosity about the world around them. Staff talk about farm animals in nearby fields, and children begin to understand the role farming has in food production. Children make expected progress in all areas of their learning, and the curriculum for knowledge of the world is a notable strength.

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Curriculum and teaching Expected standard

Staff talk, sing and read to children to extend their language and vocabulary. Typically, children make steady progress in their communication skills. Generally, staff ask thoughtful questions as children play. However, high-quality discussions are not consistently expanded upon because staff sometimes use closed questions, which reduces opportunities for conversation and discussion.

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Inclusion Expected standard

Staff assess and monitor children's progress. Alongside ongoing assessment, they also use periodic assessment tools to help formulate support plans to reduce barriers to learning. For instance, the progress check at age 2 helps staff to identify children's unique needs and facilitates targeted intervention. All children, including those with special educational needs and/or disabilities, progress well from their starting points.

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Inclusion Expected standard

Teaching and activities are skilfully adapted. Staff successfully reduce or remove barriers to children's learning to enable all children to engage positively. All children's needs are met, and targeted adaptations to teaching and activities enable everyone to benefit from a developmentally and age-appropriate curriculum.

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Inclusion Expected standard

Staff seek and follow specialist advice, ensuring that extra support is well matched to children's unique needs. For instance, they have recently instigated links with local health visitors and speech and language specialists to better support children in their care. Children's uniqueness is understood and celebrated.

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Leadership and governance Expected standard

Partnerships with parents, carers and wider family members are well established. Parents and grandparents visit regularly to read to children, reinforcing a joined-up approach to children's learning. Family members and the wider community often visit the setting with a variety of pets to enrich children's experiences. The collaboration between home and the setting benefits children who enjoy complementary care and learning between home and pre-school.

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Leadership and governance Expected standard

Staff foster close links with nearby primary schools. Several staff personnel and committee members work at the local school. Staff use their knowledge of the school curriculum and routines to prepare children for the next stage in their learning.

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Leadership and governance Expected standard

Since the last inspection, a new committee has been recruited. This fresh and motivated new team are currently establishing themselves. Therefore, intended plans for improvement have not yet been successfully implemented. Despite this, leaders know what they do well and show commitment to improve.

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Leadership and governance Expected standard

Staff wellbeing is well promoted. Staff comment that they are incredibly happy in their roles, and this contentment is shown through their day-to-day dedication. Many of the staff have worked at the setting for decades, and this long-standing commitment to the pre-school is commendable. Children benefit from trusting relationships shared with familiar and caring staff.

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Leadership and governance Expected standard

Staff have completed all mandatory training, and they have many years of experience working with young children. However, staff do not currently benefit from wider training opportunities to develop and extend their skills, particularly in areas they are less confident in, such as extending children's conversational skills.

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

Rainow pre-school has a well-deserved, excellent reputation among local families. The setting is valued by the tight-knit rural community it supports. Kind and nurturing staff have successfully created a home-from-home environment. Children arrive with enthusiasm and eagerly wave goodbye to their parents, anticipating with great excitement what awaits them. There is a strikingly friendly and welcoming atmosphere throughout the setting and, as such, children are happy, content and settled. They enjoy their time spent in this setting, and they are ready and eager to learn.

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

Learning outside is a cornerstone of the curriculum design. Children benefit from a range of energetic play, exploring nature and the great outdoors. This contributes to their health, wellbeing and personal development. Children are encouraged to be independent and helpful. For instance, at the end of the session, children help to tidy away the toys and sweep the floor. This helps to develop children's self-confidence. Children form secure relationships with staff, which supports their strong sense of belonging. This is a safe and stimulating setting.

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Next steps

Staff should ensure that all interactions with children extend their conversational skills and enable children to practise two-way discussions. Leaders should improve procedures to ensure fresh drinking water is independently accessible by children at all times. Leaders should extend training opportunities for staff, particularly in areas where staff are less confident, to improve their teaching and impact on outcomes for children.

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About this inspection

The inspector spoke with staff, children and leaders 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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Address:

Rainow Institute Stocks Lane, Rainow Macclesfield Cheshire SK10 5XR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Rainow Pre-School Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 12:00

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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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