Fobbing Village Pre-School

Fobbing Village Pre-School Gardner Hall Fobbing, Wharf Road, Fobbing, Essex, SS17 9JP

p.1

Inspection date

Previous inspection date 24 November 2016 23 May 2013

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The pre-school has a very strong and caring ethos that puts the child at the centre of everything they do. Staff are friendly and approachable, which mean parents are confident to leave their children in their care. Staff ensure that all children have a happy and highly enjoyable pre-school experience.  Staff use their observations and assessments of children's learning to plan fun and challenging experiences. Activities are targeted very well at supporting children to build on their individual skills and abilities.  Mathematical language is used regularly, and children are encouraged to recognise numbers or shapes in the environment and count objects throughout the day.  Partnership with parents is a strength of the pre-school. There is regular communication between parents and the staff. Parents have many opportunities to get actively involved in their children's learning. They speak very highly of the staff and the

p.1

This provision is good

quality of education and care provided.  Equality and diversity are supported well by staff, who are very effective in providing an inclusive environment for all children. Staff encourage children to value and respect each other's differences and celebrate each other's achievements.

p.1

It is not yet outstanding because:

 Although staff are supported well, systems for professional development do not yet focus strongly enough on raising the good quality of teaching to an even higher level.  Staff do not always fully consider how to organise some group activities to keep all children fully engaged in their learning.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 target the professional development of staff more precisely on raising the quality of teaching to an outstanding level  strengthen the organisation of group activities to further involve all those taking part, to help extend their learning.

p.2

Inspection activities

 The inspector observed the quality of teaching and assessed the impact this has on children's learning.  The inspector spoke with the managers, staff and children at appropriate times throughout the inspection.  The inspector undertook a joint observation with the pre-school manager.  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 children, staff and parents spoken to on the day of the inspection.

p.2

Effectiveness of the leadership and management is good

The managers are committed to providing good quality care and education for all children. They work closely with staff and parents to successfully evaluate the provision and bring about continual improvements in meeting the needs of all children. The managers use effective systems to monitor the progress children make. Any gaps in learning are identified and support is put in place. Safeguarding is effective. Staff have a very good knowledge about their responsibility to protect children. They clearly demonstrate their understanding of what to do should they have any concerns about a child's welfare. Their training and knowledge are updated regularly and are supplemented by detailed policies and procedures. Recruitment and induction procedures ensure that staff are well qualified and suitable to care for children.

p.3

Quality of teaching, learning and assessment is good

Children enjoy coming to the pre-school and eagerly join in a wide variety of activities. Staff know the children well and can talk in detail about what they know and can do, and how they plan to help them progress. Children happily move between the indoors and outdoors, accessing the resources easily and independently. Staff use the outdoor area effectively to extend children's learning experiences. The regular visits to the fairy garden and paddock provide good opportunities for children to explore the world around them. Staff use a variety of techniques to develop children's communication and language skills. For example, they ask questions to help children think, and encourage them to contribute to songs. Children enjoy using different media, such as crayons, paint, dough and foam to develop their mark-making skills. Staff plan interesting and motivating activities to capture children's imagination and arouse their curiosity.

p.3

Personal development, behaviour and welfare are good

Children are happy, settled and have good relationships with their key person and each other. New children settle quickly and the high adult-to-child ratios enable staff to meet children's individual needs very well. The pre-school environment is well resourced with a wide variety of toys and equipment for children to freely access. Children learn self-care routines, eat healthily and enjoy fresh air and physical exercise each day. Staff use praise effectively to support children's confidence and self-esteem. They talk about the importance of safety and allow children to take supervised risks in their play. Children develop a good understanding of similarities and differences between themselves and others. For example, when listening to a story about different houses, they notice that some have chimneys. They quickly point out that chimneys are for Santa to come down.

p.3

Outcomes for children are good

Children develop well from their starting points and those that require additional help make good progress. Staff provide a stimulating environment, which helps children to explore new things, practise new skills, and follow their own interests. Children become confident communicators, enjoy books and stories and develop early mathematical skills. Children are well prepared for their next steps in learning, including their eventual move on to school.

p.3

Setting details

Unique reference number EY453704 Local authority Thurrock Inspection number 1066345 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 4 Total number of places 26 Number of children on roll 27 Name of registered person Teresa Mary Smith

p.4

reference number

Date of previous inspection 23 May 2013 Telephone number 07581833905

p.4

reference number

Fobbing Village Pre-School was registered in 2012. The pre-school employs five members of childcare staff. Of these, four hold appropriate early years qualifications at level 3 or above. The pre-school opens on Monday, Wednesday, Thursday and Friday from 8.30am until 2.30pm. The pre-school provides funded early education for two-, three- and four- year-old children. The pre-school supports children who have special educational needs or disabilities.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

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

p.5