Crawshawbooth Pre-School

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About Crawshawbooth Pre-School

Name Crawshawbooth Pre-School
Ofsted Inspections
Address The Village Centre, Adelaide Street, Crawshawbooth, Rossendale, Lancashire, BB4 8PW
Phase Childcare on Non-Domestic Premises, Sessional day care
Gender Mixed
Local Authority Lancashire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The staff demonstrate a commitment to the quality of care they provide for children.

The whole team reflects the manager's vision, which places children at the centre of everything they do. Staff work closely with parents to help each child enjoy a full and relevant curriculum. Staff know each child very well.

They sensitively gauge each child's mood as they arrive, greeting them with gentle enthusiasm. This helps children, including new starters, to settle quickly. Children thoroughly enjoy their time at the pre-school.

There is much to do, touch and investigate. They demonstrate what they know and have been ...learning. As they play with their friends, they compare the difference in size between the the toy aubergine and the courgette.

Children demonstrate the characteristics of eager learners. They are achieving well and making good progress. Overall, staff are well organised and they plan activities that provide a good foundation for children's future learning.

They ensure they help children to sustain interest and provide them with play time that is not rushed. Children extend their imagination as they use mud to make a 'crumble', like in a favourite story. They are energetic and joyful as they dance and 'drive' wheeled resources in a flurry of snow.

They delight at the patterns they create and show determination as they try to scoop the resulting slush into buckets.

What does the early years setting do well and what does it need to do better?

The manager demonstrates vision. She works closely with the staff and committee to identify ways to improve the service offered and keep the pre-school sustainable.

For instance, she extends the times of operation to offer parents greater flexibility. A recent review of the daily routines has improved the outcomes for children. Children now have plenty of time to play before they join in group activities that require them to sit and concentrate.

However, some projects, such as enhancing the ways boys are supported to learn, are still in the early stages.Staff are engaging and enthusiastic during activities. They ask many questions to help children think about what they do.

The thoughtful organisation of the playrooms allows children to be independent, explore and test things out. For instance, children select and fit an apron on before playing in the water. At the creative table, they have a wide range of media that they pick and choose to use, as is their preference.

This allows children to respond to their spontaneous ideas and be creative. They also use a variety of tools that require different skills to operate. This includes scissors, glue-spreaders and push-up glue sticks.

Partnerships with parents are good. Robust settling-in procedures help staff to gain a secure understanding of what children can already do before they start. This means activities are focused well on what each child needs to learn next.

Staff seek some information about children's wider experiences in the world, but are not yet seeking precise information to help them offer each child the broadest range of experiences in order to prepare them for school.Staff are adept at helping children to develop their keen interest in books. Children freely choose books to look at and story time is an exciting experience for children.

They relish story time, enjoying staff's enthusiasm and 'funny voices'. A range of props help children to act out and retell the story. They know that 'authors' write the story and 'illustrators' create the pictures.

Children are at ease with all the staff team. Relationships between staff and children are gentle and fun. Children relate well to staff and gain a sense of right and wrong as they follow their examples of how to speak to each other politely.

Children enjoy lots of time outdoors in the fresh air. They enjoy regular physical exercise, such as balancing on the stepping logs and joyful twirling around with an umbrella. The outdoor area affords children some chances to do things on a bigger scale.

Staff encourage children to follow good hygiene routines, such as washing their hands and seeking tissues to wipe runny noses. This helps to develop children's understanding of a healthy lifestyle. Staff have approached the local dental team to develop ways to help children understand and establish ways to protect their teeth.


The arrangements for safeguarding are effective.Managers ensure that all staff receive relevant training to help them understand the child protection procedures. All staff are confident with the steps they should take to report any concerns they may have about the well-being of a child.

Staff implement safety procedures in a highly efficient manner. For instance, following outdoor play, staff instigate a head count. Children are asked to stand still while they are counted.

Staff then check the registers and the attendance board to ensure there is no one missing. The setting shares information with parents about steps to take to keep children safe when online.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: continue to support staff to develop their understanding of the curriculum intent and what this means in practice so that they offer children the highest quality of education nengage parents further to find out more about children's previous experiences, to help plan specific events that complement and build on each child's essential knowledge and prepare them for school and to succeed in life.

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