Sporle Pre-School

Sporle Pre-School Sporle V C First School, 82 The Street, Sporle, KING'S LYNN, Norfolk, PE32 2DR

p.1

Inspection date

Previous inspection date 4 June 2015 2 December 2011

p.1

This inspection: Outstanding 1

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Outstanding 1

p.1

This inspection: Outstanding 1

The contribution of the early years provision to the well-being of children Outstanding 1

p.1

This inspection: Outstanding 1

The effectiveness of the leadership and management of the early years provision Outstanding 1

p.1

This inspection: Outstanding 1

The setting meets legal requirements for early years settings

p.1

This provision is outstanding

 The quality of teaching is consistently outstanding. Staff are enthusiastic and have high expectations of the children. Consequently, children are highly engaged in the stimulating experiences staff provide. Children make rapid progress given their starting points and capabilities.  Staff establish first-class partnerships with parents and other professionals. They share information about individual children's specific needs and work together to promote children's learning and development. Staff maximise every opportunity to help children achieve their best potential.  Staff establish strong attachments with the children. They are friendly, approachable and excellent role models. Consequently, children are confident, enjoy themselves and demonstrate that they feel safe and secure.  Staff are extremely flexible and supportive, especially during times of change. Settling- in procedures when children start are flexible to meet their specific needs. Children's

p.1

This provision is outstanding

emotional well-being is highly prioritised. Consequently, children are emotionally ready for the move to school.  Leadership is inspirational. Leaders fully understand their roles and responsibilities and successfully support and challenge staff to constantly seek ways to improve to ensure every child achieves at their highest level.  Safeguarding children is integral to all aspects of practice. Staff are highly focused on ensuring all children are protected from harm. They astutely assess any risks to children and ensure the environment is safe.  Partnerships with other professionals are exceptionally well developed to support children with special educational needs and/or disabilities. Staff adeptly develop the learning environment to meet individual children's specific needs.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 continue to target professional development opportunities for all staff to enhance even further the excellent teaching and care children receive, to consistently support them to achieve their best potential.

p.2

Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning, both inside and outdoors, and conducted a joint observation with the pre- school manager.  The inspector held a meeting with the pre-school manager and representatives of the committee.  The inspector took account of the views of parents spoken to on the day and parents' written feedback.  The inspector reviewed evidence of the suitability and qualifications of staff working with the children, and reviewed the pre-school's evidence of self-evaluation.  The inspector looked at children's learning records, planning and assessment records, and a range of other documentation including a sample of policies and procedures.

p.2

who attend. This is outstanding

Staff are well qualified and experienced. They have an excellent knowledge of how children learn and develop. They provide stimulating and challenging experiences which support children's individual stages of learning and their interests. Children investigating water are superbly supported by staff to discover sounds in the water. Staff build on what children already know to support their natural curiosity about objects that float and sink. Children develop deeper thinking, as staff ask them to speculate about what may happen. Children are deeply engaged and display excellent skills and attitudes to support their future education. Staff skilfully maximise every opportunity to develop children's communication and language skills. They name items for younger children and ask appropriate questions, giving children time to think and form their reply. Staff observe and accurately assess children's progress. Parents are fully involved in children's learning and

p.3

who attend. This is outstanding

development, as staff share information about their child's progress and how to support their continued learning at home. Parents' contributions about children's achievements at home are highly valued as this information enables staff to plan effectively to support children's continued development. Consequently, children make rapid progress.

p.3

outstanding

Children behave very well because staff give clear messages about what is acceptable behaviour. Children demonstrate respect for each other and the environment. They are confident and friendships flourish. Staff are highly effective in supporting children's confidence at every stage in their learning. Consequently, children are becoming independent in their play, self-care, and the choices they make. This clearly addresses improvements recommended in the previous inspection. Staff are passionate about promoting healthy lifestyle choices for children. They teach children about the benefits of healthy foods and physical exercise and provide parents with information and support to ensure children are healthy.

p.3

provision is outstanding

Leaders have a clear understanding of the effectiveness of pre-school practice in supporting children to reach their best potential. Contributions from parents, staff, children and committee members are highly valued and support the pre-school to identify areas for improvement. The manager is sharply focused in reviewing staff practice and children's progress. She strives for continued improvement and targets training to address pre- school priorities, as well as staff interests. Staff evaluate the impact of training they receive. Given their level of expertise, they now recognise the need to widen the source of training to further develop their practice. Children's safety and well-being are central to every activity. Stringent recruitment procedures ensure only suitable staff work with the children. Parents are overwhelmingly positive about the pre-school, and the support they receive from the staff. Professional partnerships are highly effective in supporting

p.3

provision is outstanding

individual children's specific needs, which ensures all children make rapid progress.

p.3

Setting details

Unique reference number EY431631 Local authority Norfolk Inspection number 853231 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 24 Number of children on roll 28 Name of provider Sporle Playgroup Committee Date of previous inspection 2 December 2011 Telephone number 01760 720 866

p.4

Setting details

Sporle Pre-School was re-registered in 2011. It is run by a committee and operates from the school premises. Sessions are during term time only, from 9am to 1pm on Mondays, Thursdays and Fridays, and from 9am to 3pm on Tuesdays and Wednesdays. The pre- school offers free early education to eligible two-, three- and four-year-old children. The committee employs four staff, all of whom hold appropriate early years qualifications at level 3 and above.

p.4

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.

p.4

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.

p.4

Setting details

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.5

Setting details

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

p.5