Sedgeford Pre-School

Sedgeford Pre-School c/o Sedgeford Primary School, Ringstead Road, Sedgeford, Hunstanton, Norfolk, PE36 5NQ

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Inspection date

Previous inspection date 14 April 2016 18 October 2013

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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 play harmoniously together and show kindness and consideration towards others. They understand empathy, showing genuine concern when their friends become upset. Children develop warm, affectionate relationships with their key person and confidently approach them for guidance, support and reassurance.  Teaching is of a consistently good quality. Staff enable children to think through their ideas and implement them in their own way. Activities are varied and motivate children to learn.  Relationships with parents are good and support a shared approach to children's learning. Parents contribute to children's assessments, sharing photographs and observations of special events in their life. Children take home books to read with their parents and staff give ideas about how learning can be supported at home.  The manager and committee work very closely together to ensure children and their families benefit from a continually evolving provision. There is a clear vision for the

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This provision is good

future and staff identify strong areas for improvement that will benefit children's experiences.

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It is not yet outstanding because:

 Staff do not consistently find out about children's interests and achievements when they attend other settings, in order to promote continuity and consistency.  Although children freely access the outdoor play area and enjoy playing football and constructing with bricks, the provision outside does not yet consistently offer opportunities across all areas of learning, to effectively support those children who prefer to learn outside.

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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

 gather more detailed information about children's interests and achievements in other settings, in order to provide complementary experiences  implement plans to support the learning of those children who prefer to learn outdoors more effectively.

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

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff are trained in child protection and fully understand their responsibilities in protecting children in their care. Clear processes for the recruitment and vetting of staff help to ensure children are cared for by a suitable staff team. The ongoing suitability of staff is regularly checked. Staff's professional development is supported well and there are effective systems in place for monitoring their practice. The manager checks the individual progress children are making in their learning and this also helps her to identify any development areas that are less well promoted. These are then swiftly addressed to ensure any gaps in learning are quickly closed. Parents speak positively about the setting and how easily their children settle.

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Quality of teaching, learning and assessment is good

Children's concentration skills and their engagement in activities are superb. Children are engrossed in activities for sustained periods of time, developing their ideas and exploration with adult support when needed. Staff embrace children's spontaneous play, such as holding Head over heels races and deciding to make a finishing line and flags to wave. Children choose and select their own materials to use, confidently helping themselves to the resources. Children's ongoing learning needs are supported well. Staff effectively observe and assess children in their play. This enables them to quickly identify areas for children's development and confidently shape future learning. Children's prior knowledge, skills and understanding are gathered from parents when children start at the pre-school. Parents are well informed about the progress their children make.

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Personal development, behaviour and welfare are good

Staff give a high priority to creating strong bonds and attachments with children and their families, starting with visits to meet children in their own homes. Staff place a clear focus on promoting independence and helping children to develop new skills and to confidently make choices. One example of this is when children fetched paper towels, without being directed, to mop up some milk they had spilt. There is a positive sense of calmness within the pre-school and all children behave very well. Children respond well to praise and to fun stickers awarded for their efforts and achievements. Staff help children to develop an understanding of a healthy lifestyle. Nutritious snacks are provided and staff encourage children to try different foods, such as passion fruit and figs. Staff enable children to develop an understanding of dangers and how to keep themselves safe. For example, staff remind children how to correctly hold scissors as they walk.

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Outcomes for children are good

All children, including those for whom the pre-school receives additional funding, are making good progress from their starting points. Staff work closely with the Reception teacher of the school to help prepare children as they move on in their education. For example, they follow the same phonics programme and children use many school facilities. Children develop good literacy skills. They enjoy listening to stories and anticipate familiar sentences in popular books. They are interested in rhyming words and phrases, spontaneously thinking about and saying words that rhyme as they play.

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Setting details

Unique reference number 253956 Local authority Norfolk Inspection number 1028377 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 4 Total number of places 26 Number of children on roll 24 Name of provider Sedgeford Pre School Committee Date of previous inspection 18 October 2013 Telephone number 01485 570997

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Setting details

Sedgeford Pre-School was registered in 1995. The pre-school employs four members of childcare staff. Of these, all hold appropriate early years qualifications at level 3. The pre- school opens from Monday to Friday term time only. Sessions are from 8.45am until 3.30pm on a Monday, Tuesday and Thursday, and from 8.45am until 12.30pm on a Wednesday and Friday. 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

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