Little Chestnuts Pre School

Little Chestnuts Pre School The Village Hall, Toppesfield, HALSTEAD, Essex, CO9 4DR

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Inspection date

Previous inspection date 10 May 2016 1 December 2015

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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

 The pre-school has effective leadership and management. There is a strong team spirit and everyone is motivated to improve the quality of the pre-school. The manager monitors the quality of the provision well and identifies areas for further improvement.  Children play in a calm, relaxed and welcoming environment. They participate in a broad range of activities that reflects their interests. Children make good progress and develop the skills they need for future learning.  An effective key-person system is in place. Children develop good relationships with staff and each other. They respond well to the daily routines and complete many tasks independently.  Partnerships with parents are successful. Parents feel well informed about their children's learning and become involved in the activities in the pre-school. They speak highly of the staff and are happy with the care provided.  The manager and staff have effective relationships with other early years professionals

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This provision is good

and the local school. This helps to promote continuity in learning and a smooth transfer when children start full-time education.

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It is not yet outstanding because:

 The organisation of some of the group activities does not always meet the needs of the youngest children.  Although children mainly behave well, staff do not take every opportunity to encourage children to take responsibility for helping to tidy up and take pride in their environment.

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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

 strengthen the organisation of the group activities and consistently support and extend the learning and development of the youngest children  provide more opportunities for children to demonstrate their growing sense of responsibility and take pride in their environment.

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Inspection activities

 The inspector observed the quality of teaching during indoor activities, and assessed the impact this has on children's learning.  The inspector carried out a joint observation with the manager.  The inspector held discussions with the manager, staff, children and nominated person.  The inspector viewed a sample of the children's development records.  The inspector reviewed evidence of the suitability and qualifications of the staff, self- evaluation, risk assessment and policies and procedures.  The inspector took account of the views of parents spoken to on the day.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The manager and staff have reviewed and implemented a wealth of policies and practices to help keep children safe from harm. Rigorous recruitment and vetting processes help ensure all staff and committee members are suitable to be with children. Staff are vigilant and have a good understanding of how to protect children from harm. Thorough risk assessments of all the areas used, both outside and indoors, are carried out and reviewed daily. Staff have a good awareness of how to identify and report concerns regarding the welfare of a child. The manager frequently observes staff and gives feedback to help them to reflect on their practice. Staff attend training courses to extend their knowledge and skills. This helps to improve outcomes for children. The action and recommendations from the last inspection have successfully been addressed.

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Quality of teaching, learning and assessment is good

The staff team is well qualified and experienced and demonstrates a clear understanding of how children develop and learn. Staff gather important information from parents before children start at the pre-school. They build upon this information through regularly observing and assessing children's progress. From this, staff plan interesting and purposeful activities that children enjoy. Any gaps in development that are identified for both individual children, or groups of children, are swiftly closed through targeted intervention. Staff teach children to recognise and write their names and develop an understanding of words and letters. They also provide a broad range of activities to encourage them to speak and listen. This has a significantly positive impact on children's communication skills.

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Personal development, behaviour and welfare are good

Children cheerfully enter the pre-school ready to learn. They show they are pleased to see staff. They share their stories and offer information about what they have been doing at home. Staff listen with genuine interest and act as calm role models. Children learn how to share, take turns and show kindness for others. Children's independence is promoted well through everyday routines. They learn how to attend to their self-care needs and enjoy serving themselves at snack time. In addition, staff regularly review how the spaces within the pre-school are used. This helps them to create new opportunities for children to choose where they would like to play and what they would like to play with. A good range of outdoor activities, informative displays and discussions with children helps them to develop a good understanding of healthy lifestyles.

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Outcomes for children are good

All children, including those who receive funding, make good progress. Children are confident, self-assured and really enjoy learning. They demonstrate a strong desire to try new things and eagerly investigate the many experiences on offer. Older children's literacy and mathematical skills are developing well to support them in their next stage of learning and the eventual progression on to school.

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Setting details

Unique reference number 402244 Local authority Essex Inspection number 1034410 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 24 Number of children on roll 20 Name of provider Little Chestnuts Pre-School Committee Date of previous inspection 1 December 2015 Telephone number 07901 880914

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Setting details

Little Chestnuts Pre School opened in 1974 and is run by a committee. The pre-school employs five members of childcare staff. Of these, one member of staff holds a qualification at level 5 and three staff hold a qualification at level 3. The pre-school opens from Monday to Friday, during school term times. Sessions are between 9am and 3pm on Monday, Tuesday and Wednesday and from 9am to 1pm on Thursday and Friday. A breakfast club operates on Thursday and Friday morning from 8am to 9am. 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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