Great Ellingham Pre- School

Great Ellingham Pre- School Recreation Centre, Watton Road, Great Ellingham, Attleborough, Norfolk, NR17 1HZ

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Inspection date

Previous inspection date 15 July 2016 24 September 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

 The committee, manager and staff team are committed to providing children with high- quality care and education. Consistent monitoring of the pre-school contributes to successful continuous improvement. The actions raised at the last inspection have been successfully addressed.  Staff get to know children well and have a good awareness of their individual needs. They make accurate assessments of what children know and can do. They use this information to provide activities that are matched to children's interests and abilities. Children make good progress in their learning.  Children are effectively supported to be emotionally well prepared for their move to school. Staff have developed good links with the local primary school and invite teachers to visit children at the pre-school. This helps to ensure that the move to school is seamless for children.

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It is not yet outstanding because:

 Although partnerships with parents are good overall, the staff do not consistently gather precise information about what children are learning at home in order to be able to better complement their learning in the pre-school.  The manager does not yet use assessment information to check on the progress of different groups of children in order to target teaching and monitor the impact of this.  Staff have not fully developed partnership working with other settings that children attend to consistently support them in making the very best progress in all areas.

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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

 build on the existing good partnerships with parents to encourage them to share more information about their child's learning and development at home so that this can be taken into account when planning for children's future learning  use information from assessment more effectively to monitor the learning and progress being made by different groups of children, helping to target the teaching more precisely  strengthen partnerships and the two-way flow of communication with the other early years settings children attend to provide more consistency for children in their learning and development to complement the good learning already taking place.

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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 with staff and children at appropriate times throughout the inspection.  The inspector completed a joint observation with the pre-school manager.  The inspector held a meeting with the manager and provider. She looked at relevant documentation, including the pre-school's action plan, records of children's learning and development and a selection of policies and procedures.  The inspector checked the evidence of the suitability and qualifications of staff.  The inspector spoke to a small number of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The manager provides strong leadership for a highly effective staff team. There are good systems in place for monitoring staff performance and supervision. Staff take every opportunity to attend additional training to extend their knowledge and acquire new skills. They share their new learning within the staff team. This contributes towards effective changes in practice and has a positive impact on children's learning and development. The arrangements for safeguarding are effective. Staff understand their role in protecting children from harm. They are fully aware of what to do should they have any concerns about children's welfare. Rigorous recruitment and induction procedures are in place to ensure that staff are suitable for their role. Staff identify where extra individual support may be required and work with parents to help them to gain this support swiftly. Additional funding is spent effectively to help to promote the development of children.

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Quality of teaching, learning and assessment is good

Children experience a wide range of opportunities to learn across all areas as they move around confidently, choosing what they would like to do next. Staff get down to the children's level and join in with their play experiences. Children enjoy exploring how things feel as they eagerly investigate different textures, such as sand, water, cornflour and flower petals, with their hands. Staff interact purposefully with them and provide effective support, modelling play well. They skilfully ask questions, building on what children already know. Staff give children time to process questions before answering, enabling them to solve problems for themselves. Children enjoy routine group activities. They eagerly join in with familiar phrases and action rhymes during singing and story sessions.

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Personal development, behaviour and welfare are good

Children benefit from being cared for by a friendly and caring staff team. Staff work closely with parents to support children to settle well. Children build secure emotional attachments with their key person. Staff reassure children with positive interactions. Children are happy and enjoy their time at the pre-school. Staff are good role models and manage children's behaviour effectively. They are calm and offer regular praise throughout the session. This enables children to develop their sense of self-esteem and confidence. Staff pay close attention to health and safety. They are vigilant and complete daily checks during the sessions to ensure a safe and secure environment for children. Children follow good hygiene routines and have daily opportunities for exercise and fresh air in the outdoor area. They enjoy taking part in activities, such as washing the ride-on cars. This helps to promote their good health and supports their physical well-being.

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Outcomes for children are good

Children make friends, build relationships and learn how to share and take turns. They have many opportunities to develop their early writing skills and recognise letters, numbers and colours. Children are familiar with the daily routine. They learn to listen and respond to instructions. Children develop good physical skills. They can use wheeled toys and one-handed tools with confidence. The good progress that children make helps to prepare them for the next stage in their learning, including their move on to school.

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Setting details

Unique reference number 254089 Local authority Norfolk Inspection number 1029526 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 26 Number of children on roll 39 Name of registered person Great Ellingham Pre-School Committee

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reference number

Date of previous inspection 24 September 2015 Telephone number 07443562555

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reference number

Great Ellingham Pre-School was registered in 1992. The pre-school employs seven members of childcare staff. Of these, four hold appropriate early years qualifications at level 3 or above. The pre-school opens on Mondays, Tuesdays, Thursdays and Fridays, during term time. Sessions are from 9am until 3pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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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

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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