Combs Ford Pre-school

Combs Ford Pre-school Boys Brigade Hall, Combs Lane, Stowmarket, Suffolk, IP14 2DA

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Inspection date

Previous inspection date 29 June 2016 1 July 2015

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This inspection: Good 2

Previous inspection: Requires Improvement

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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

 Effective evaluation and changes have been implemented since the last inspection. In particular, measures have been introduced to ensure the temperature inside the premises is consistently comfortable for children.  The effective key-person system supports children's emotional well-being when they first join the pre-school. Staff meet with parents to gather comprehensive information about each child and use this to shape the individual support and care that they provide.  The staff are consistently positive role models. Children receive plenty of encouragement and praise and their self-esteem and confidence are fostered very well by the staff.  The performance of staff is effectively monitored by the management committee and there is a clear process for the supervision and appraisal of staff. Morale is high among the staff team and they demonstrate a strong commitment to make ongoing improvements to benefit children.

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This provision is good

 The quality of teaching is effective and children are particularly well supported to become confident communicators. Children engage in a variety of well-planned activities that offer good levels of challenge to move them forward in their learning and development.

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It is not yet outstanding because:

 Partnership working with the other early years settings that children attend is not fully developed in order to consistently support all children to make the best possible progress.

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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 way in which information is exchanged with other early years settings, developing consistency and enhancing children's learning across the different settings they attend.

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

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff undertake training and engage in regular discussions to keep safeguarding issues at the forefront of their knowledge and work with children. Staff are motivated to achieve higher qualifications with full support from the management. They enhance their knowledge of supporting children's speech and language skills following specific training. This has a positive impact on the support they provide for children who have special educational needs or disability. In the main, the pre- school has good partnerships with other professionals. This enables staff to seek timely interventions for children who require further support in order to promote their good progress.

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Quality of teaching, learning and assessment is good

Staff make effective use of observation and assessment to plan stimulating activities that challenge children and promote their thinking skills. Children experience a good balance of activities that they self-select and ones that are led by staff. Staff make good use of local public areas and facilities to provide children with daily outdoor activities. Children are supported to develop their literacy skills in an outdoor environment. They make marks on the wall and pavement outside using paintbrushes dipped in water. Older children receive effective guidance from staff to extend their learning while painting the letters in their names. The staff's enthusiasm motivates children to explore and experiment with a wide range of interesting resources. Children spend long periods of time exploring a large tray of water and are inspired to discover what happens to a piece of tissue paper when it is placed in the water.

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Personal development, behaviour and welfare are good

Communication with parents is strong. It is particularly successful in promoting the two- way exchange of information relating to starting points, specific needs and routines of children who have special educational needs or disability. Staff are effective in modelling respectful relationships and children's good behaviour is skilfully encouraged. The staff foster children's kindness towards each other and provide them with ample encouragement to motivate their independence. Children adopt many aspects of a healthy lifestyle. They exercise readily and develop their physical strength through a range of indoor climbing, lifting and balancing activities. Children develop good social skills as they take on the responsibility of being the helper during snack time. They independently pour drinks and hand out a healthy selection of fresh fruits and vegetables to their friends.

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Outcomes for children are good

Children make good progress from their individual starting points. They are enthusiastic and confident learners who gain independence as they make choices in their play. From a young age, they develop very positive attitudes towards questioning and finding out about how things work. All children, including those in receipt of funded education, develop key communication skills to prepare them well in readiness for school.

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Setting details

Unique reference number 251452 Local authority Suffolk Inspection number 1021397 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 33 Name of registered person Combs Ford Pre School Committee

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reference number

Date of previous inspection 1 July 2015 Telephone number 075046 37690

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reference number

Combs Ford Pre-school was registered in 1975. The pre-school employs six members of childcare staff. All staff hold appropriate early years qualifications at level 2 or above. The pre-school opens from Monday to Friday, during term time. Sessions are from 9am until 3.30pm on Monday and from 9am to midday from Tuesday to Friday. A lunch club operates from midday to 12.55pm on Tuesday and Wednesday. The pre-school provides funded early education for two-, three- and four-year-old children. It supports children who have special educational needs or disability.

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reference number

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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reference number

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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reference number

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reference number

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reference number

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