Frinton Community Association Preschool Group

Frinton Community Association Preschool Group Soken House, 1 Triangle Shopping Centre, Frinton-on-Sea, Essex, CO13 0AU

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Inspection date

Previous inspection date 24 March 2016 8 March 2011

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Good 2

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3

Personal development, behaviour and welfare Requires improvement Outcomes for children Good 2

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This provision requires improvement. It is not yet good because:

 Staff do not have a thorough knowledge and understanding of new legislation in relation to safeguarding. This means that staff have failed to consider all of the factors in a child's home life or elsewhere that may alert them to a concern.  Supervision sessions do not always focus sufficiently on training to enhance teaching even further.  The current system for monitoring children's progress is not rigorous enough to determine the progress made by individual children and groups of children, so that intervention is sought at the earliest opportunity when gaps are identified.

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It has the following strengths

 The manager is ambitious for the success of the setting. Staff work well together and share an enthusiasm for their role. They are widely self-reflective and use self- evaluation to help identify areas to improve.  Staff are well qualified and use their teaching skills to motivate children to learn. They plan challenging activities that support children's good progress.  Partnerships with parents and the providers of other early years settings children attend are well established. Information sharing enables staff to understand and meet children's needs well.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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Due Date

 ensure staff have a full and thorough understanding of all safeguarding matters and are more alert to any issues for concern in a child's life at home or elsewhere, with particular regard to new legislation. 14/04/2016

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Due Date

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

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Due Date

 strengthen the arrangements for staff supervision, to focus more sharply on aspects of their teaching that they can develop to improve children's outcomes even further  implement the planned improvements to the current system of monitoring children's progress, to identify emerging gaps at the earliest opportunity and ensure timely intervention.

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Inspection activities

 The inspector observed the quality of teaching during freely chosen activities and during snack time, and assessed the impact this has on children's learning.  The inspector held a meeting with the pre-school manager.  The inspector looked at relevant documentation, such as the setting's policies and procedures and evidence of the suitability of staff working in the setting.  The inspector took account of the views of children, staff and parents spoken to on the day of inspection.

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Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are ineffective. Staff do not have a widespread understanding of safeguarding. They are not fully aware of all new legislation and how to implement it within the setting. Staff are aware, however, of the signs and symptoms of abuse and the reporting procedures to follow in the event of a concern about a child in their care. The manager provides regular supervision for staff to discuss their practice and training needs. However, training is heavily focused on legislative requirements and not sufficiently directed on current teaching to help staff extend their teaching skills even further. Staff regularly discuss the progress children make, however, this is not sufficiently rigorous to help the manager monitor progress over time and ensure gaps are swiftly identified.

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Quality of teaching, learning and assessment is good

Staff make accurate assessments of children's learning through regular observations. They use this information effectively to plan for children's next stages of learning and to keep parents well informed. Children are engaged in their play and confident to explore their ideas. They enjoy interactions with staff, who ask questions and model the thinking process well. Staff intervene sensitively with children's play ideas, using their good knowledge of the children to understand when to offer support or challenge. Children enjoy the pretend-play area, which is well resourced. They spend much of their time acting out storylines as they assign characters to themselves and their peers. Children use their creative skills as they enjoy sponge printing. Staff draw their attention to the shapes and patterns they have created and challenge them to explore their mathematical skills further. Children with special educational needs are supported well and staff work closely

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Personal development, behaviour and welfare require improvement

Due to the weakness relating to safeguarding, children's welfare is potentially compromised. However, children happily enter the setting, confidently separating from their parents or carers. They respond well to the staff, who are kind and caring. As a result, children develop secure attachments with staff. The learning environment is bright, welcoming and well resourced. Children are supported to be independent. For example, they pour their own drinks and put their trays away after snack. Children's good health is suitably promoted. Children enjoy healthy snack options and have regular opportunities to play with a variety of equipment to enhance their physical development. Children learn about safe behaviours and how to keep themselves safe within the setting. Children behave well, cooperate with the rules of the pre-school and show good manners.

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Outcomes for children are good

Children make good progress from their starting points and develop key skills for future learning and moving on to school. Children use mathematics confidently during their play and develop good early reading and writing skills through the range of opportunities available. They know how to behave to keep safe. Children value each other's differences and gain a positive awareness of themselves and others.

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Setting details

Unique reference number 402141 Local authority Essex Inspection number 868961 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 26 Number of children on roll 26 Name of provider Frinton Community Association Committee Date of previous inspection 8 March 2011 Telephone number 07500 170 136

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Setting details

Frinton Community Association Preschool Group is a committee-run setting which has been running since 1980. It is open from Monday to Friday, term time only. Sessions run from 9am to 12.30pm each day, with an optional lunch club from 12.30pm to 1.15pm. Nine staff work directly with children, all of whom hold relevant early years qualifications. The pre-school supports disabled children and those with special educational needs.

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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

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