Emmanuel Pre-School

Emmanuel Pre-School Emmanuel Church Rooms, Rose Lane, Bungay, Suffolk, NR35 1DQ

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Inspection date

Previous inspection date 25 February 2015 11 May 2011

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This inspection: Good 2

Previous inspection: Satisfactory 3 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. Staff identify children's next steps for learning through precise and accurate assessment and plan around their interests. This means that children make good progress in their learning and development.  Staff create a welcoming and stimulating learning environment for the children. They make effective use of the small outdoor area to complement learning indoors, enhancing children's learning opportunities further through local outings.  Children are confident, happy and settled in the relaxed and friendly atmosphere of the pre-school. They form warm and trusting relationships with their key persons, who ensure that children's well-being and individual needs are effectively met.  Staff make sure children are protected well from harm. They demonstrate a robust understanding of their responsibilities with regard to safeguarding children and diligently supervise the children to keep them safe.

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This provision is good

 Parental involvement in children's learning is highly valued. It is very well promoted through detailed daily feedback, regular review meetings to discuss their children's progress and events offered by the pre-school. This means that there is a coordinated approach to meeting children's individual needs.  The leadership and management team is strong and strives for improvement. They support staff in attending further training and implementing new ideas, such as working in small groups with their key children. This has a positive impact on children's progress.

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It is not yet outstanding because:

 The staff performance management process does not yet involve staff mentoring each other in order to enhance the quality of teaching through the sharing of good practice.  The educational programmes for the older or more capable children do not always challenge their thinking and knowledge to their fullest potential.

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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 among the team  inspire and challenge older, or more able children's critical thinking and learning to the highest level, for example, by consistently using more effective questioning techniques and more planned adult-led activities.

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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, staff and the chairperson of the pre- school committee.  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.

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who attend. This is good

Teaching is good because staff get to know the children well through frequent observations as they play. Staff use children's emerging interests to plan activities, which encourage children to explore and confidently engage in new experiences. For example, modelling materials are provided so children interested in vehicles are encouraged to build their own using their creative ideas. However, staff do not consistently use ways, such as more structured adult-led activities, to challenge older or more able children and promote their learning to the highest level. Staff model the use of language well and introduce new words while joining in children's play. They read stories, capturing the children's interest through the use of puppets or creating voices for the characters. Therefore, children learn to listen carefully, concentrate and understand that print carries meaning. Children gain the skills necessary skills for school by practising early writing, counting and learning to

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who attend. This is good

play cooperatively with others. Parents are fully involved in their children's learning in the pre-school, and so are able to complement this at home.

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good

Children settle quickly because staff provide flexible settling-in arrangements, which enable them to get to know the parents and children well from the start. Children are very comfortable with the staff and often go to their favourite person for a cuddle or reassurance. Staff respond positively, supporting children's emotional well-being. Children behave well and learn to share and take turns because staff use consistent ways to help their understanding. For example, older children talk about the rules, learning how to manage their own behaviour and understanding how to play safely. Staff encourage children to stay healthy by providing nutritional snacks. Children spend time in the fresh air, either in the small space adjoining the hall or on visits to the park offering more energetic play. They move around the pre-school independently and are encouraged to develop their self-care skills, such as washing their hands before eating. Consequently,

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good

children are learning key skills in readiness for school entry.

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provision is good

The management team has a thorough understanding of the roles and responsibilities and implements a range of policies and procedures to support the efficient operation of the pre-school. They have a programme for team staff supervision. However, this has not yet extended to peer observations, to share good practice further among the staff team. 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. Children's progress overall is monitored effectively and any gaps in progress are quickly identified. 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, to support their ongoing progress. There is a consistent approach to all children's learning, through the effective links forged with other settings children attend.

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Setting details

Unique reference number 251428 Local authority Suffolk Inspection number 818395 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 25 Number of children on roll 27 Name of provider Emmanuel Pre-School Committee Date of previous inspection 11 May 2011 Telephone number 07881 648815

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Setting details

Emmanuel Pre-School was registered in 2000 and is run by a voluntary committee. The pre-school is open Monday to Friday from 9am to 12noon, during school term time. The pre-school provides funded early education for two-, three- and four-year-old children. It employs four members of childcare staff all of whom hold appropriate early years qualifications ranging from level 2 to level 4.

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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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