Please find below a copy of our Ofsted report from 2014 or click on the link to read from the Ofsted website. http://reports.ofsted.gov.uk/provider/files/2433633/urn/304986.pdf
St Mary's C of E School, Leek Road, Bosley, Macclesfield, SK11 0NX
Inspection date 16/10/2014
Previous inspection date 08/07/2009
The quality and standards of the early years provision
This inspection: 2
Previous inspection: 2
How well the early years provision meets the needs of the range of children who
The contribution of the early years provision to the well-being of children 2
The effectiveness of the leadership and management of the early years provision 2
The quality and standards of the early years provision This provision is good
Parents feel informed about their children's progress and well-being. Practitioners
provide parents with ideas to continue their children's learning at home, which
successfully contributes to the good progress children make.
Practitioners implement robust safeguarding and child protection procedures, which
ensure children are safe within the nursery. For example, adults deployed in the
outdoor play area ensure they have sight of all of the children at all times.
Partnerships with other professionals are active and effective. As a result, children with
special educational needs and/or disabilities make very good progress in their learning.
The key-person system is well established. As a result, children feel secure and arrive
happy and ready to take part in activities with confidence.
It is not yet outstanding because
On occasions, the organisation of activities means that some children have fewer
opportunities to concentrate for increasing periods.
The manager does not always fully link her observations of teaching to sharply focused
performance targets for individual practitioners, in order to promote an even higher
quality of teaching.Inspection report: Bosley Bobkins, 16/10/2014 2 of 10
Information about this inspection
Inspections of registered early years provision are:
scheduled at least once in every inspection cycle – the current cycle ends on 31 July
scheduled more frequently where Ofsted identifies a need to do so, for example
where provision was previously judged inadequate
brought forward in the inspection cycle where Ofsted has received information that
suggests the provision may not be meeting the legal requirements of the Early Years
Foundation Stage or where assessment of the provision identifies a need for early
prioritised where we have received information that the provision is not meeting the
requirements of the Early Years Foundation Stage and which suggests children may
not be safe
scheduled at the completion of an investigation into failure to comply with the
requirements of the Early Years Foundation Stage.
The provision is also registered on the voluntary and compulsory parts of the Childcare
Register. This report includes a judgment about compliance with the requirements of that
The inspector observed activities in the building used by the pre-school.
The inspector met with the manager.
The inspector conducted a joint observation with the manager.
The inspector looked at a range of documents including those used for assessment,
planning and observation.
The inspector checked evidence of the suitability and qualifications of members of
the committee and all practitioners working with children.
The inspector took account of the views of parents spoken to on the day.
Susan KingInspection report: Bosley Bobkins, 16/10/2014 3 of 10
Information about the setting
Bosley Bobkins Pre-school opened in 1995 and is registered on the Early Years Register
and the compulsory and voluntary parts of the Childcare Register. The pre-school is
managed by a voluntary committee. It operates within the grounds of St Mary's CE School
in Bosley, near Macclesfield, Cheshire. The pre-school serves the immediate locality and
also the surrounding areas. It opens five days a week from 8.45am until 11.45am and
12.15pm until 3.15pm. A breakfast club is open from 8.15am until 8.45am and a lunch
club is open from 11.45am until 12.15pm. Children attend for a variety of sessions. All
sessions are term time only. Children are cared for in one room and have access to
extensive outdoor play areas. There are currently 23 children in the early years age range.
The pre-school receives funding for the provision of free early education for two-, threeand
four-year-old children. The pre-school supports children with special educational
needs and/or disabilities. There are currently five staff working directly with the children,
all of whom have an appropriate early years qualification. The manager has Qualified
Teacher Status. The pre-school receives support from the local authority. It is a member
of the Pre-school Learning Alliance.
What the setting needs to do to improve further
To further improve the quality of the early years provision the provider should:
extend opportunities for all children to concentrate for increasing periods, for
example, by reviewing the organisation of activities across the day so that children
can extend their self-initiated play alongside adult-led activities
focus the manager's observations of staff practice more precisely, so that an even
higher quality of teaching is promoted.
How well the early years provision meets the needs of the range of children
Teaching is good in this pre-school and, therefore, children make good progress.
Practitioners demonstrate comprehensive knowledge of the learning and development
requirements when they plan the educational programme. For example, children find their
name cards on arrival at pre-school and again when they sit down for snack time. As a
result, children begin learning to read familiar words as part of well-planned and familiar
routines. Furthermore, children learn that writing carries meaning because practitioners
write down what children say and read it back to them. For example, the children help to
suggest ideas for activities, when they plan the holiday theme which has arisen from
children's interests. They later refer back to this written plan and remember their ideas.
Practitioners understand how children learn and usually plan a balance of activities that Inspection report: Bosley Bobkins, 16/10/2014 4 of 10
fully promote the characteristics of effective learning. However, on occasion, adult-led
activities are continued for too long and as a consequence, some children lose
Practitioners know the children well. They work together to complete observations of
children's learning. The observations are used to plan relevant next steps for children's
learning, so that children make best progress. Practitioners summarise children's
achievements every half term and share the report with parents. This ensures that any
emerging concerns about children's learning and development are addressed quickly. In
addition, the manager groups children who are at a similar stage in their learning and
development for some of the activities. As a result, teaching is well targeted and planned
experiences are challenging. Children develop the key skills that they need when they
move to school. For example, at register time, their communication and language is
promoted because they learn to listen and speak in a group.
Partnerships with parents are strong. Practitioners involve parents in all assessments of
their children's progress. This includes an assessment of their starting points when they
arrive at pre-school. Consequently, parents report that they feel informed about their
children's learning. Good systems are in place to support parents to continue their
children's learning at home. For example, children borrow story packs to take home to
share with their families. Children also like to borrow the pre-school's toy dog, who always
brings her own 'talk and listen' den with her. Children with special educational needs
and/or disabilities make very good progress. This is because partnerships with other
professionals are active and effective.
The contribution of the early years provision to the well-being of children
The key-person system is well established in the pre-school. Parents report that they feel
supported by practitioners. These very positive relationships ensure that children feel
secure and settle quickly into their play when they arrive at the pre-school each day.
Practitioners are good role models and set clear boundaries for children's behaviour.
Routines are well established, so children know what to do. For example, the sound made
by a small hand bell signals that children must stop what they are doing. When children
have stopped playing they listen to what practitioners want them to do next.
Familiar routines foster children's confidence and self-esteem and, subsequently, children
are emotionally ready to start school. For example, each day one child is named as the
special helper. Their name is written prominently on the white board, so everyone in the
pre-school knows who the helper is today. The helper has a number of important tasks.
These include ringing the 'stop and listen' bell, counting the children at register time and
giving out the snack. At snack time, children learn to make healthy choices when they eat
and drink because practitioners discuss different types of food with them. Children have
good opportunities to exercise in the fresh air at this rural pre-school. They can climb and
run energetically on safe equipment and surfaces. Children begin to understand that they
get out of breath when they exercise. Practitioners support children to become
independent in their self-care. Children learn to wash their hands before they eat and they
know that this stops germs that give them tummy ache, getting onto their food. Inspection report: Bosley Bobkins, 16/10/2014 5 of 10
Resources for play and learning are of good quality and are well maintained. The room is
arranged so that all toys are visible to the children. Consequently, children have
opportunities to make independent choices in their play. Risk is minimised so that children
can play and learn safely. For example, sensible and simple risk assessments are in place
for activities, such as sand play. As a result, children learn to keep themselves and others
safe when they play in the sand. All practitioners are first-aid trained and, therefore, they
know how to respond to accidents and injuries to children.
The effectiveness of the leadership and management of the early years
Leadership provided by the manager and the voluntary committee is good. The
practitioners work well together as a team. They demonstrate high expectations of
themselves and are ambitious for the children they care for. Practitioners understand and
implement the safeguarding and welfare requirements. Suitable priority is given to
ensuring that everyone is trained in child protection. As a result, practitioners know the
action they must take if they have concerns about the welfare of children. Recruitment
practice is robust. All new employees and committee members have undergone a
Disclosure and Barring Service check. Induction training is provided so that practitioners
understand their roles and responsibilities.
The manager monitors the educational programme and tracks the progress and
development of the children. This ensures that the assessment of children's progress is
accurate and any concerns about their progress and development are identified and
addressed quickly. The manager works alongside practitioners for most of the time. She
provides guidance that enables practitioners to enhance the quality of their teaching. In
addition, the manager has established regular and supportive supervision meetings, where
matters of performance are considered. However, targets for individual practitioners
identified at supervision meetings are not always closely linked to observations of their
teaching. As a result, practitioners do not yet have specific and measurable targets for
further enhancing their teaching. Everyone in the team attends training in order to
continually improve their knowledge and skills. The impact on practice of training is
evaluated. For example, practitioners who attended training about communication and
language show the changes they have made to the learning environment. They describe
how the changes promote children's emotional well-being and support them as they learn
to speak and listen.
The voluntary committee and the manager work effectively together to evaluate and
continuously improve the pre-school. Parents and other partners are routinely consulted
and the views of practitioners and children are sought. Priorities for improvement,
identified through self-evaluation, are practical and achievable. Partnerships with parents
are effective and support children's learning at home. Partnership work between the
school and the pre-school includes regular meetings to share information. In addition,
practitioners in the pre-school and in the school's foundation stage create opportunities for
their children to visit each other for activities and celebrations. This enriches the
experience of all of the children and supports the pre-school children when they move to Inspection report: Bosley Bobkins, 16/10/2014 6 of 10
school. There are good working partnerships with other professionals and, therefore, the
well-being and good progress of children with special educational needs and/or disabilities
The Childcare Register
The requirements for the compulsory part of the Childcare Register are Met
The requirements for the voluntary part of the Childcare Register are MetInspection report: Bosley Bobkins, 16/10/2014 7 of 10
What inspection judgements mean
Registered early years provision
Grade Judgement Description
Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs
of all children exceptionally well. This ensures that children are
very well prepared for the next stage of their learning.
Grade 2 Good Good provision is effective in delivering provision that meets
the needs of all children well. This ensures children are ready
for the next stage of their learning.
Grade 3 Requires
The provision is not giving children a good standard of early
years education and/or there are minor breaches of the
safeguarding and welfare requirements of the Early Years
Foundation Stage. We re-inspect nurseries and pre-schools
judged as requires improvement within 12 months of the date
Grade 4 Inadequate Provision that is inadequate requires significant improvement
and/or enforcement action. The provision is failing to give
children an acceptable standard of early years education and/or
is not meeting the safeguarding and welfare requirements of
the Early Years Foundation Stage. It will be monitored and
inspected again within six months of the date of this inspection.
Met There were no children present at the time of the inspection.
The inspection judgement is that the provider continues to
meet the requirements for registration.
Not met There were no children present at the time of the inspection.
The inspection judgement is that the provider does not meet
the requirements for registration. Inspection report: Bosley Bobkins, 16/10/2014 8 of 10
This inspection was carried out by Ofsted 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.
Unique reference number 304986
Local authority Cheshire East
Inspection number 867559
Type of provision
Registration category Childcare - Non-Domestic
Age range of children 0 - 17
Total number of places 16
Number of children on roll 23
Name of provider Bosley Bobkins Playgroup Committee
Date of previous inspection 08/07/2009
Telephone number 01260 223280
Any complaints about the inspection or the report should be made following the procedures
set out in the guidance ‘Complaints procedure: raising concerns and making complaints
about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would
like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email
Type of provision
For the purposes of this inspection the following definitions apply:
Full-time provision is that which operates for more than three hours. These are usually
known as nurseries, nursery schools and pre-schools and must deliver the Early Years
Foundation Stage. They are registered on the Early Years Register and pay the higher fee
Sessional provision operates for more than two hours but does not exceed three hours in
any one day. These are usually known as pre-schools, kindergartens or nursery schools Inspection report: Bosley Bobkins, 16/10/2014 9 of 10
and must deliver the Early Years Foundation Stage. They are registered on the Early Years
Register and pay the lower fee for registration.
Childminders care for one or more children where individual children attend for a period of
more than two hours in any one day. They operate from domestic premises, which are
usually the childminder’s own home. They are registered on the Early Years Register and
must deliver the Early Years Foundation Stage.
Out of school provision may be sessional or full-time provision and is delivered before or
after school and/or in the summer holidays. They are registered on the Early Years
Register and must deliver the Early Years Foundation Stage. Where children receive their
Early Years Foundation Stage in school these providers do not have to deliver the learning
and development requirements in full but should complement the experiences children
receive in school.Inspection report: Bosley Bobkins, 16/10/2014 10 of 10
The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to
achieve excellence in the care of children and young people, and in education and skills for learners of all
ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family
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skills training, adult and community learning, and education and training in prisons and other secure
establishments. It assesses council children’s services, and inspects services for looked after children,
safeguarding and child protection.
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