Kirkley Pre-School

Kirkley Pre-School St. Peter and St. John's Church Hall,, St. Peters Road, LOWESTOFT, Suffolk, NR33 0LJ

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Inspection date

Previous inspection date 13 July 2016 14 March 2016

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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 management team has addressed the actions set at the last inspection to bring about improvement. It is fully aware of its legal duties and is taking positive steps to ensure that it meets the legal requirements.  Reflective practice is fully embedded into the self-evaluation process. Staff reflect on activities and their daily practice. An action plan for improvement is in place that is challenging but achievable, in order to bring out continuous improvement to the quality of care, teaching and learning.  The thoughtfully planned playroom supports children to engage in purposeful play. Children benefit from a varied and interesting range of resources that promotes all areas of learning.  The key-person system is implemented well. Each child has a named person to take responsibility for ensuring that their care and learning needs are met. Key persons build friendly and trusting relationships with parents and children.

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This provision is good

 The quality of teaching is good and supports children well as they develop the key skills needed for school. Staff plan and provide a varied range of activities that is rooted in children's interests. Children make good progress.

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It is not yet outstanding because:

 Staff do not consistently encourage all parents to share what they know about their child, as part of finding out about children's starting points on entry to the setting.  Staff do not make the best use of learning outdoors. They do not fully support those children who learn best from playing in the garden to develop their mathematical and early reading skills.

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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

 focus more closely on supporting the early reading and mathematical skills of children who prefer to learn in the outdoor environment  explore further ways to encourage all parents to share what they know about their child.

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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 at appropriate times throughout the inspection.  The inspector completed a joint observation with the pre-school manager/provider.  The inspector held a meeting with the pre-school manager/provider.  The inspector looked at relevant documentation, such as the action plan for improvement and evidence of the suitability of staff working in the pre-school.  The inspector looked at activity planning, records of children's learning and a selection of policies and records.  The inspector spoke to a number of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

Management and staff are committed to working towards improvement. Progress is led by a management team that supports staff well in their day-to-day practices. Staff are enthusiastic, motivated and work well together as part of a team. Regular supervision is in place, fostering a culture of mutual support. Staff take responsibility for their continuing training needs and implement what they have learnt. For example, recent training in managing behaviour has resulted in staff reconsidering how they talk to children. They now use positive reinforcement, such as reminding children to use, 'Walking feet' indoors rather than telling them to, 'Stop running'. Staff report an improvement in children's behaviour. Safeguarding is effective. Staff are aware of the signs and symptoms of abuse and how to report concerns. The learning and development requirements are monitored well to ensure that any gaps in children's learning are effectively identified and managed.

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Quality of teaching, learning and assessment is good

Staff get to know the children well. They talk confidently about where children are in their learning and development and what they need to do to support their continuing progress. Staff respond well to children. They are actively engaged in the children's play and extend activities well. When children explore creating hole punches, staff introduce vocabulary about shape. They support children's developing awareness of their bodies, talking to them about needing muscles to push the buttons on the hole punch. Outdoors, children have plentiful opportunities to practise their physical skills. They run, jump and balance confidently. Staff promote children's speech and language skills well. They actively listen to what children have to say and engage them in conversations. For example, staff chat to children during breakfast and snack time. They encourage children to talk about their family and past experiences.

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Personal development, behaviour and welfare are good

Children are happy and develop secure emotional attachments with staff in the warm and welcoming pre-school. Those who do not settle quickly are supported sensitively by staff. Parents speak highly of the staff, describing them as, 'Friendly and approachable'. Parents report that staff are, 'Extremely supportive' meeting the needs of children who have special educational needs or disability. Children behave well and respond positively to the high expectations from staff. Children develop good friendships with each other and play well together. They seek each other out to share play experiences. Consistent routines are followed, supporting children to develop confidence and a sense of belonging.

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Outcomes for children are good

Children make good progress in their learning during their time in the pre-school, supporting their readiness for school and their confidence to embrace new experiences. Children are consistently supported as they develop awareness of the importance of good hygiene routines. They manage their own self-care, relevant to their age. Children count in routine and play situations and recognise their first name when it is written.

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Setting details

Unique reference number 251542 Local authority Suffolk Inspection number 1048014 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 5 Total number of places 22 Number of children on roll 28 Name of registered person Kirkley Pre-School Committee

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reference number

Date of previous inspection 14 March 2016 Telephone number 07765 198523

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reference number

Kirkley Pre-School registered in 2001. There are eight members of childcare staff. Of these, one holds a level 6 qualification and early years professional status and all other staff hold appropriate early years qualifications at level 2 or above. The pre-school is open on Mondays, Wednesdays, Thursdays and Fridays during school term time. Sessions are from 9.15am until 12.15pm. A lunch club operates from 12.15pm to 1.15pm, except on Fridays when there is no lunch facility. 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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