Chapelbreak Pre-School

Chapel Break Pre-School Chapelbreak Village Hall, Bowthorpe, Norwich, Norfolk, NR5 9LG

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Inspection date

Previous inspection date 13 April 2015 3 February 2009

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The quality of teaching is good as staff identify children's interests and next steps for learning. They offer children a creative variety of play experiences that motivate and support them in developing a positive attitude to learning. This prepares them well for the move on to school.  Indoor learning is extended into the very well-resourced and exciting outside environment, and this supports children's individual learning styles extremely well.  Children show that they have formed secure attachments with the staff. They are happy and enjoy their sessions in the pre-school. The good relationships built with their key person effectively promote children's emotional well-being.  Parental involvement in their children's learning is highly valued and very well promoted. Parents receive regular, valuable advice on how to support their children at home. They speak highly of the staff and appreciate the good quality care and

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This provision is good

education provided.  The well-qualified manager is passionate about the provision and demonstrates a constant drive to improve outcomes for the children. She provides strong leadership for an effective team of motivated and reflective staff.

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It is not yet outstanding because:

 Management does not always make the best use of systems to monitor staff performance, to consider in more detail the impact staff practice has on children's learning.  The current process for tracking children's learning does not include the youngest children or target specific groups of children, to ensure that all children make the very best progress possible.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 strengthen teaching to raise children's achievements even more, by refining the performance management of staff, for example, by encouraging peer observations, in order to identify and share the very best teaching practice amongst the whole staff team and shape staff's professional development in the future  enhance the system of tracking children's progress to inform further developments in teaching, so that the precise needs of the very youngest children and specific groups are identified, in order for all children to make excellent progress.

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Inspection activities

 The inspector observed activities in the playroom and the outdoor learning environment.  The inspector spoke with staff and children at appropriate times during the inspection.  The inspector held a meeting with the manager and spoke to the chairperson of the pre-school trustee board.  The inspector checked evidence of the suitability and qualifications of the staff working with the children and viewed the provider's self-evaluation form and improvement plan.  The inspector took account of the views of parents spoken to on the day and the views of parents gathered through information included in the provider's own parent survey.

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who attend. This is good

Staff use their good knowledge of the Early Years Foundation Stage to plan a wide range of exciting learning opportunities that interest and engage the children. As a result, children are highly motivated, curious and eager to learn. The creative area is popular. Children enjoy painting or using their own ideas to make models. Children receive lots of praise and encouragement from the staff who value and celebrate their efforts. Consequently, children feel very confident to explore and try new things. The communication skills of all children, including those who speak English as an additional language, are well supported. Staff model language very well and introduce new vocabulary during children's play or stories. Children practise early writing, counting and linking letters and sounds. Staff provide daily opportunities for children to participate in group activities for short periods of time. This helps children to sit and listen carefully and

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who attend. This is good

play cooperatively, which is good preparation for future learning at school.

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good

Children thrive in this caring, stimulating and inclusive learning environment. Their independence is well promoted. Children choose whether to play indoors or outside and select the resources they would like to use. They manage their personal hygiene needs well and know that they need to wash their hands before eating. Children readily volunteer to help with snack preparation. Staff use this opportunity to guide children to use small knives safely, talk about how food is grown as they look at apple pips and to make healthy food choices. The outdoor play area provides excellent opportunities for daily physical exercise. For example, children practise their balancing and climbing skills, ride wheeled toys and learn basic ball skills. Staff are efficient in supporting children's social skills. Children behave well and learn to share, take turns and be kind to each other because staff use consistent ways to help their understanding. Consequently, children are

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good

learning key skills in readiness for school entry.

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provision is good

The manager and staff demonstrate a thorough understanding of their responsibilities to safeguard children, and implement a range of policies and procedures to support the efficient operation of the pre-school. The manager is developing a programme for staff supervision. However, this has not yet extended to implementing ways to share good practice further amongst the staff team, for example, by using peer observations. Staff are well qualified and use training and effective evaluation of the provision to make improvements. This has a positive impact on children's learning. Tracking of children's progress is good. However, it is not always clear how well groups of children, such as the very youngest, are progressing in their learning. There are good partnerships in place with parents and other professionals. These partnerships support children well, as information about their individual needs is regularly shared. Staff work closely with receiving schools

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provision is good

to ensure that children are prepared well for the move on to school.

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Setting details

Unique reference number 254013 Local authority Norfolk Inspection number 866820 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 47 Number of children on roll 79 Name of provider Chapelbreak Pre-School Committee Date of previous inspection 3 February 2009 Telephone number 01603 442059

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Setting details

Chapel Break Pre-School opened in 1992 and is run by a board of trustees. The pre-school is open Monday to Friday, from 8.50am to 11.50am and from 12 noon to 3pm, during school term time. The pre-school provides funded early education for two-, three- and four-year-old children. The pre-school employs 12 members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3 or above.

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Setting details

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.

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Setting details

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and 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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Setting details

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Setting details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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