Tudor Cross Pre-School CIC

Tudor Cross Pre-School CIC 46 Crooked Mile, WALTHAM ABBEY, Essex, EN9 1QD

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Inspection date

Previous inspection date 10 October 2016 19 November 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

 Staff deployment is good. They work effectively as a team between the indoors and outdoors of the pre-school, providing close supervision and supporting children in their play and learning.  The mangers and staff carry out effective, ongoing risk assessments of the areas used by children. This enables the quick identification of potential risks and implementation of safety measures, which helps to ensure the pre-school remains safe for children to play in.  Children are able to easily help themselves to a wide selection of good quality toys. They are encouraged to make decisions about what activities they would like to take part in.  The staff team provides a positive and welcoming environment for children and families. Each key person works in partnership with parents, supporting their involvement and giving them ideas about how they can support learning at home.  Behaviour management is good. Staff act as positive role models, helping children to

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This provision is good

learn about respect and being kind to others. Children show that they have formed close and trusting relationships with staff and look to them for support when needed.

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It is not yet outstanding because:

 Training and professional development is not always focused on building on staff's specific skills to raise the quality of teaching even further.  At times, staff do not make the most of opportunities to help children learn about age- appropriate technology.

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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

 use information from staff supervision to target training and professional development even more sharply, in order to enable staff to extend their knowledge and teaching skills even further  strengthen opportunities for children to learn about age-appropriate technology.

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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 evaluation of an activity with the manger.  The inspector held discussions with the manager, staff and children. She looked at relevant documentation, such as self-evaluation and evidence of the suitability of those working in the setting.  The inspector spoke to parents during the inspection and took account of their views through feedback provided.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The long-standing staff team has a clear understanding of the roles and responsibilities in regard to protecting the welfare of children. They know how to identify the signs of abuse and the action they must take if they have any concerns about a child. Parents are encouraged through discussion and termly questionnaires to give their views and opinions about the pre-school. Staff feel that their ideas are listened to and valued. These contributions help the manager to make informed decisions about how to effectively plan for continuous improvements. Online systems used by the pre-school, help mangers and staff to monitor children's progress and identify when action is needed to close any gaps in learning.

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Quality of teaching, learning and assessment is good

Observations and assessments of children's progress are used effectively. Staff plan a good range of activities that meets children's next steps in learning. Older children show their understanding of how to follow directions. When asked to help tidy up in preparation for group time, they busily move around finding and putting away items. Communication, mathematics and physical skills are supported well by staff as part of children's daily routines and activities. Picture clues help to support communication with children who speak English as an additional language. Children's use of their senses is promoted as they feel and smell dough that has a cinnamon odour. When the dough cake that they are carrying falls on the floor, they are encouraged to quickly pick it up and try again. Children show perseverance and complete what they set out to do by successfully transporting the cake to their chosen destination. Children using role play toys to clearly show their

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Quality of teaching, learning and assessment is good

understanding of the world. They act out real and imagined experiences, such as feeding their toy baby.

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Personal development, behaviour and welfare are good

Children are supported well to learn about how to keep themselves safe during play. Staff talk to them as they use large outdoor play equipment, encouraging them to think about what they are doing. Children respond positively to this and modify their actions waiting until the child in front of them has moved before they continue to climb. Children enjoy spending time in the fresh air, and take part in a wide range of activities. They are provided with a balanced range of foods. Children are given gentle reminders about good hygiene practice, such as why they need to wash their hands at pertinent times. Staff also involve children in discussions that help them to learn about healthy lifestyles.

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Outcomes for children are good

All children, including those who speak English as an additional language, are making good progress in their learning. They are working comfortably within the range of development typical for their age. Children concentrate for extended periods of time as they take part in activities that arouse their interest. They make firm friendships and enjoy playing games and spending time together. Children quickly learn independence skills that link to their current stage of development. They are effectively acquiring the key skills needed to move on to the next stage of their learning, including school.

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Setting details

Unique reference number EY152486 Local authority Essex Inspection number 1064271 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 30 Number of children on roll 30 Name of registered person Tudor Cross Pre-School CIC

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reference number

Date of previous inspection 19 November 2013 Telephone number 01992 766444

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reference number

Tudor Cross Pre-School CIC was registered in 2002 and is run by a community interest company made up of directors who are employed by the pre-school. The pre-school employs eight members of childcare staff. All staff hold appropriate early years qualifications at level 2 or above. The pre-school opens on Monday to Friday. Sessions are from 9am until midday, 12.05pm until 3.05pm or from 9am until 3.05pm term time only. The pre-school provides funded early education for two-, three- and four-year-old children. The pre-school currently supports a small number of children who speak English as an additional language.

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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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