Humpty Dumpty Pre-School (Colchester)

Humpty Dumpty Pre- School (Colchester) Bluebell Resource Centre, Jack Andrews Drive, COLCHESTER, CO4 9YN

p.1

Inspection date

Previous inspection date 23 March 2016 7 June 2011

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Staff provide a very well resourced and stimulating environment that enthuses, engages and motivates children to learn. This has a very positive impact on their well- being and sense of self-esteem as they enjoy playing and exploring the environment.  The quality of teaching is consistently strong. Staff engage children in positive interactions, effectively supporting their communication and language skills. They get down to the children's level, add new words into their vocabulary and support children to talk in more complex sentences.  Staff have high expectations for children's behaviour. They set clear, age-appropriate boundaries and gently remind children of these throughout the day. Children feel happy and settled as they follow familiar routines. Staff give them time to process and understand when it will be time to move on to the next activity.  The manager has high expectations of staff. She carries out thorough monitoring of

p.1

This provision is good

their practice. Staff are offered regular training to meet the children's needs and for their own professional aspirations. Staff feel valued and recognised for their hard work. They are given responsibilities for sourcing new ideas for activities and implementing them into the curriculum.

p.1

It is not yet outstanding because:

 Partnerships with the other settings that children attend are not fully developed in order to consistently support children to make the best possible progress.  Staff sometimes miss opportunities to help children learn how to negotiate with one another so they can manage this independently.

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

 strengthen partnerships with the other settings that children attend, in order to provide a higher level of consistency in their learning and development  help children to develop the strategies they need to independently negotiate and cooperate with each other to solve problems.

p.2

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 completed a joint observation with the pre-school manager.  The inspector held a meeting with the pre-school manager and administrator. She looked at relevant documentation, such as the pre-school's self-evaluation and evidence of the suitability of staff.  The inspector spoke to staff and children at appropriate times throughout the inspection.  The inspector spoke to a small number of parents during the inspection and took account of their views.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff can identify the possible indicators of abuse and know the appropriate action to take if they have concerns about a child. Staff carry out robust risk assessments and daily checks of the premises to keep children safe. The manager monitors the progress of individual and groups of children. She takes swift action to address any gaps that are emerging. The manager evaluates all aspects of the pre-school. She actively seeks the views of staff, parents, children and other professionals to help shape her challenging but achievable improvement plans. The manager is very committed to maintaining and improving the quality of care provided and has the children's best interests at heart. Staff share regular information with parents about their children's development. Parents are effectively supported to extend children's learning at home. Parents speak very highly of the pre-school.

p.3

Quality of teaching, learning and assessment is good

The well-qualified staff get to know children well through regular observations and accurate assessments of what they can do. They use this information to plan activities that they know will excite and motivate children to learn. Children develop a good imagination and a strong understanding of the world around them. They actively take part in activities, such as pretend-play baking. Children experiment with a wide range of textures, ingredients and resources. They become thoroughly engaged as they pretend to bake cakes with spices, rice and dough. Staff are skilled in knowing when to step in to extend children's learning. They weave in opportunities to incorporate numbers into activities. For instance, while children line up cardboard boxes to make a train, staff encourage them to count the boxes and use mathematical words, such as small and big. Staff support disabled children and those with special educational needs well. They share regular

p.3

Quality of teaching, learning and assessment is good

information with parents and health professionals to ensure children's needs are met.

p.3

Personal development, behaviour and welfare are good

Children form warm, caring bonds with their key person, other staff and one another. The caring staff support children to settle well. They keep in regular contact with parents about routines and the children's care needs. Staff are knowledgeable of how to meet the needs of children with dietary requirements and allergies to ensure they are protected from harm. Children have plenty of opportunities to experience fresh air and physical exercise. Staff encourage children to make healthy decisions about food. They support children to decide which food is healthy, unhealthy or which should be eaten in moderation.

p.3

Outcomes for children are good

All children make good progress given their starting points and capabilities, including those children for whom the setting receives additional funding. Children who speak English as an additional language become confident communicators, along with their peers. Children develop good independence skills. They attend to their own personal care needs and freely choose activities they would like to take part in. All children are well prepared for the next stage in their learning, including starting school.

p.3

Setting details

Unique reference number EY418356 Local authority Essex Inspection number 851924 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 26 Number of children on roll 57 Name of provider Humpty Dumpty Pre School (Colchester) Date of previous inspection 7 June 2011 Telephone number 01206845794

p.4

Setting details

Humpy Dumpty Pre-School (Colchester) was registered in 2010 and is one of two privately owned pre-schools. The pre-school employs nine members of childcare staff, all of whom hold appropriate early years qualifications at level 2 or above. It also employs an administrator. The pre-school opens from Monday to Friday, term time only. Sessions are from 9am until 3.30pm. The pre-school provides funded early education for two-, three- and four-year-old children. It supports a small number of disabled children and those who have special educational needs, and children who speak English as an additional language.

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Setting details

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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