Vicarage Lodge Preschool Community Playgroup

About Vicarage Lodge Preschool Community Playgroup Browse Features

Vicarage Lodge Preschool Community Playgroup


Name Vicarage Lodge Preschool Community Playgroup
Ofsted Inspection Rating Good
Address 1a Highlands Road, Runcorn, Cheshire, WA7 4PS
Type Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Halton
Catchment Area Indicator Available No
Last Distance Offered Available No
Highlights from Latest Full Inspection (30 October 2018)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Summary of key findings for parents

The provision is good • The manager is motivated and has ambitious plans for the setting. Rigorous self-evaluation drives the setting forward. The manager regularly seeks the views of staff, parents and the committee to further improve the quality of the service. • The key-person system is effective. Staff know each child exceptionally well. The nurturing environment supports children to develop confidence and self-esteem. • Staff talk to parents about children’s home life, development and interests. This helps to ensure that planning closely follows children’s interests and children become fully engaged in their learning. • Children behave exceptionally well. Staff use a wide range of positive strategies to help children understand their emotions and how to behave. Children thrive in the calm atmosphere at the setting and develop exceptional skills for learning. • The special educational needs coordinator is excellent. She engages exceptionally well with wider partnership agencies to ensure the best possible outcomes for the children in her care. • Partnerships with parents are very strong. Parents comment about the excellent relationships with staff. Staff use effective methods to share information with parents and support children’s learning at home. It is not yet outstanding because: • Staff do not consistently provide children with sufficient challenge to support them to make rapid progress in their learning. • Staff do not consistently give children a reason to count or use mathematical language during everyday activities.