Outwood Pre School

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About Outwood Pre School


Name Outwood Pre School
Inspections
Ofsted Inspections
Address 560 Leeds Road, Outwood, Wakefield, West Yorkshire, WF1 2DT
Phase Childcare on Non-Domestic Premises, Sessional day care
Gender Mixed
Local Authority Wakefield
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Staff do not sufficiently promote children's welfare.

Some staff have insufficient safeguarding knowledge and the manager does not consistently work in partnership with other agencies. Staff do not sufficiently assess risks for care routines to promote children's safety and help them to understand how to keep themselves safe. The arrangements to keep children hydrated do not fully promote children's good health.

Despite this, most children enter happily as staff encourage them to find something to play with on entry. Children who are a little upset on arrival soon settle after staff distract them.Staff's practice... is not suitably monitored or supported.

Consequently, teaching is weak. Staff do not sufficiently understand, plan and implement an effective and motivating curriculum and environment, or demonstrate high-quality interactions. This means that children are often not sufficiently engaged and supported to make the best possible progress and develop skills for future learning.

This includes children in receipt of funded early education. Staff do not sufficiently support young children who are disengaged. They do not consistently work in partnership with parents and/or carers or other providers to ensure a shared and consistent approach to children's care and learning.

Children respond to staff requests, demonstrating their developing understanding of expectations. Staff encourage and model social skills, such as using good manners, and children are learning to share and take turns. Children aged three are starting to build early friendships as they dress up in costumes and pretend to make dinner with plastic food.

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

Staff do not sufficiently promote children's welfare. This is because of weaknesses in some staff members' knowledge of safeguarding, information sharing with other agencies and inadequate risk assessments around mealtime routines.Staff do not sufficiently promote children's good health.

Each child has one small individual carton of milk set out on a table throughout the session which provides some hydration. However, children do not access water and staff do not offer children water during the session, to ensure their health is fully promoted.Staff do not notice when the youngest or newest two-year-old children need greater levels of support, for example, to find their carton of milk or engage in activities.

Some children sit on their own at the side of activity tables or in a corner.Staff plan certain activities that help children to make progress. However, the curriculum is often too advanced, especially given that most children move on to nursery school when they are three.

The curriculum is not adequately designed or sequenced by staff to build on children's interests and what they already know and can do. Staff do not always know what they want children to learn from certain activities or which area of the curriculum activities link to.The manager identifies the impact of the pandemic on children's development, such as their speech, and how they are targeting this within the pre-school.

However, this is not sufficiently reflected in practice. The manager is taking part in local authority training linked to this aspect of the curriculum, although this is in its infancy and is yet to be used to improve practice.Staff do not sufficiently understand, reflect on, or support, the ways in which children learn.

For example, they do not plan an environment that motivates and stimulates children and enables them to lead their own play because of a lack of choice. Staff do not adapt their interactions according to children's level of development and understanding. This often leads to children's lack of focus, engagement and positive approach to learning.

Staff do not use information from their assessments to plan for the most significant next steps in children's learning, including where children's progress is less than expected or where children have not yet reached key milestones. Staff do not adequately share information with parents and/or carers and other providers about children's next steps in learning and how they can support children's future progress together.Staff's qualifications are not having a positive impact on the quality of teaching and learning and they are not sufficiently encouraged to broaden their knowledge and develop their practice.

This is because of weak systems for monitoring the quality of teaching and targeting continued professional development.Staff encourage certain aspects of children's independence, such as brushing their teeth and unzipping their coats before taking them off and hanging them up.Staff establish strong partnerships with parents and other professionals to effectively support and integrate children with special educational needs and/or disabilities.

Safeguarding

The arrangements for safeguarding are not effective.Staff's risk assessments are inadequate in promoting children's safety. They do not think about potential choking hazards when organising certain care routines.

For example, staff read stories and sing action songs which children join in with while eating. After staff clear the snack table, children walk or run around while still eating food, including that which staff continue to hand out. In addition, staff do not encourage children to sit down when they are drinking.

The manager has a good understanding of the procedures for making a child protection referral or managing allegations. However, staff who take charge in her absence do not have the same secure knowledge, in order to fully safeguard children. In addition, despite training, some staff do not have a secure understanding of the 'Prevent' duty.

The manager does not act on information gathered on entry that indicates other agencies are working with families. This prevents her from obtaining and sharing important information, in order to work in partnership with others to safeguard children.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date take all reasonable steps to ensure children in their care are not exposed to risks 30/11/2023 ensure that staff who take charge in the absence of the manager fully understand how to make a child protection referral and manage any allegations, including understanding the role of the local authority designated officer 30/11/2023 ensure that staff consistently understand all aspects of the safeguarding policy and procedures 30/11/2023 ensure that where staff are alert to any issues of concern in a child's life at home or elsewhere, that they obtain and share information with other professionals working with a child, to help safeguard children 30/11/2023 ensure that fresh drinking water is accessible to children at all times to help promote children's good health 30/11/2023 improve the key-person system to ensure that children receive appropriate levels of support to foster their care and learning needs 30/11/2023 ensure that the curriculum is precisely planned to meet the individual needs, interests and developmental stage of each child and provides a strong foundation for their development in the three prime areas of learning 14/12/2023 ensure that the learning environment supports the implementation of the curriculum and helps children to develop effectively in their learning 14/12/2023 use information from assessments of children's progress to target the most important next steps in their learning, in partnership with parents and/or carers and other providers 14/12/2023 put in place effective arrangements for monitoring staff practice and identifying continued professional development that will raise the quality of education.

14/12/2023


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