Elmsett Pre-School

Elmsett Pre-School Village Hall, The Street, Elmsett, Ipswich, Suffolk, IP7 6PA

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Inspection date

Previous inspection date 29 February 2016 26 January 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Children are enthusiastic and motivated as they actively participate in an exciting mix of adult-led activities and free play. They make good progress in their learning in readiness for school.  Staff support children to settle well. Children build secure emotional attachments with all staff. They happily play alongside staff, who are responsive and show care. Children make friends, build relationships and learn how to share and take turns.  The management committee and staff team are committed to providing children with high-quality care and education. They use self-evaluation effectively to reflect on and improve practice. Parents' views and contributions are welcomed.  Children follow good hygiene routines and have daily opportunities for outdoor play. This helps to promote their good health and supports their physical well-being. Staff support children to take manageable risks during their play as they carefully negotiate

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This provision is good

steps in the outdoor area.  Staff form successful partnerships with parents. They effectively engage with parents to support children's learning in the pre-school and at home. They provide parents with an accurate record of children's capabilities.

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It is not yet outstanding because:

 Staff do not always provide children with sufficient time to think for themselves. Children have fewer opportunities to extend their critical-thinking skills.  The manager does not consistently evaluate staff performance, in order to rigorously monitor and build on the already good practice.

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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

 enrich children's critical-thinking skills further, giving them more time to think about and formulate their own ideas that arise from their play and learning  extend the existing systems for the monitoring of staff performance, to support staff to raise the quality of teaching to the highest level.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector spoke with staff and children at appropriate times throughout the inspection and completed a joint observation with the pre-school supervisor.  The inspector spoke with the pre-school supervisor, the nominated provider and representatives from the management committee.  The inspector looked at relevant documentation, including the pre-school's self- evaluation, records of children's learning and development, a selection of policies and procedures and risk assessments.  The inspector checked the evidence of the suitability and qualifications of staff working in the pre-school.  The inspector spoke to a small number of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The management committee is effectively involved in the running of the pre-school. Rigorous recruitment and induction procedures are followed to ensure that all staff are suitable for their role. Staff have a thorough set of policies and procedures to support their good practice. These are regularly updated and shared with parents. The management committee supports staff to attend training courses whenever possible to extend their knowledge and acquire new skills. The arrangements for safeguarding are effective. Staff understand their role in protecting children from harm. They are fully aware of what to do should they have any concerns about children's welfare.

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Quality of teaching, learning and assessment is good

Staff have a secure knowledge of how children learn and develop. They carefully organise the environment so that children enjoy free access to a wide range of toys and resources. They get to know the children well and are skilful in following children's individual interests and needs. This contributes to the good progress children make. Children develop their imagination as they cook food in the role-play area. Staff get down to the children's level and join in with their play experiences. For example, they pretend to eat the play food the children offer. Staff engage the children in meaningful conversations and ask questions to build on what they already know. Staff make regular observations of children during their play and take photographs to evidence their learning. They talk to parents about what children have been doing and encourage parents to view their children's records regularly. Staff work well with parents to put consistent approaches in place.

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Personal development, behaviour and welfare are good

Children are eager to attend the pre-school. They find their name to self-register and engage in self-chosen activities on arrival. Staff are good role models. They are calm and provide clear guidance for children about what is acceptable behaviour. Staff praise and encourage the children appropriately throughout the sessions. Children are familiar with the daily routines, which supports their emotional well-being. Good links with the local school ensure children are emotionally well supported when they move on to school. For example, children who stay for lunch are able to eat their meals in the hall with the primary school children. Children have opportunities to become familiar with the school staff and environment. They visit the school and take part in activities, such as a teddy bears' picnic, with the Reception children. This helps to develop children's confidence.

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Outcomes for children are good

Children develop key skills in readiness for when they start school. They develop their independence. For example, they pour their own drinks during snack and collect their coats before going outside. Children enjoy routine whole-group activities where they develop their counting skills, learn to listen to adults and each other and actively take part in conversations. Children enjoy looking at books independently and eagerly join in with familiar phrases during group story sessions. They have good opportunities to develop their early writing skills. All children make good progress in their learning given their starting points and capabilities.

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Setting details

Unique reference number 251472 Local authority Suffolk Inspection number 864451 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 24 Number of children on roll 17 Name of provider Elmsett Pre School Playgroup Committee Date of previous inspection 26 January 2011 Telephone number 07444 825954

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Setting details

Elmsett Pre-School was registered in 1992. The pre-school employs three members of childcare staff. Of these, two hold appropriate early years qualifications at level 3. The pre-school opens Monday to Thursday during term time. Monday sessions run from 8.45am until 3pm. Tuesday, Wednesday and Thursday sessions are from 8.45am until 11.45am. The pre-school provides funded early education for two-, three- and four-year- old children.

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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

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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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