Abacus Kindergarten

Abacus Kindergarten Friars Grove Primary School, Upland Drive, COLCHESTER, CO4 0PZ

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Inspection date

Previous inspection date 17 November 2016 Not applicable

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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 setting's management is effective in driving improvement. Staff demonstrate a strong commitment to achieving excellence in all areas. They are enthusiastic and work well together as part of a friendly and motivated team.  Staff are committed to working together with parents. They respect parents as their child's key educator. They encourage parents to remain actively involved in their children's learning, both in the setting and at home.  Staff observe children and support them in purposeful play. The quality of teaching is consistently good and sometimes outstanding. Children benefit from a range of interesting resources that helps support their progress across all areas of learning.  Staff support children's speech and language development effectively. They use signing and pictorial prompts to help support children's developing vocabulary. Staff engage children in conversation, ask questions to encourage them to think, and actively listen

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This provision is good

to what they have to say.  The key-person system is implemented well. Each child has a named person to take responsibility for their daily well-being, plan for their learning and development. In the absence of the key person there is another named adult to ensure that children's care and learning continues to be tailored to their individual needs.

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It is not yet outstanding because:

 The organisation of the session means that children's play and learning is sometimes interrupted. Children are not given opportunity to complete activities of their choice before moving on with the routines of the day.  Staff do not make the most of opportunities to help children learn to hear and say the initial sounds in words correctly.

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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

 support children in completing chosen tasks to their own satisfaction  make the most of opportunities to help children learn to hear and say the initial sounds in words correctly to fully promote their early reading and speaking skills.

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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 provider.  The inspector held a meeting with the management team.  The inspector looked at relevant documentation, such as the self-evaluation form and evidence of the suitability of staff working in the setting.  The inspector looked at activity planning, records of children's learning and a selection of policies and other 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

Safeguarding is effective. Staff are fully aware of their responsibility to safeguard the physical and emotional well-being of children. Reflective practice is embedded into the self-evaluation process and the views of parents and children are sought. There is an established system of supervision that is in place for all staff. They are encouraged to attend relevant training to support continuous improvement in the quality of teaching. Apprentices are allocated a mentor, to support them in their professional development. Teaching and learning are monitored effectively and staff build friendly and trusting relationships with parents. Parents speak highly of the staff, describing them as caring and approachable. Strong partnerships with the host school are established. This helps to ensure that children are fully supported as they prepare for the next stage in their learning, such as moving into the Reception class.

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Quality of teaching, learning and assessment is good

Staff know the children well. They find out about their starting points when they first attend the setting, through their in-depth discussions with parents. This means that staff are immediately able to start to plan for children's continuing progress. They provide a lovely range of activities, both indoors and outside, that promotes all areas of learning. Good attention to planning for outdoors helps ensure that those children who learn best from being outside are able to do so. Staff seize opportunities to help children play imaginatively. For example, children enjoy exploring the castle in the garden, made from cardboard, where they engage in role play based on imagined experiences. Indoors, children work with staff to create caves and bridges for the toy dinosaurs. They use construction materials creatively and consider how to solve problems, such as how to balance the bricks so that they do not fall.

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Personal development, behaviour and welfare are good

Children come into the setting readily, are happy and develop secure emotional bonds with staff. Staff are caring towards the children. They know about children's home lives and talk to them about their families, enhancing their sense of belonging. Children behave exceptionally well and develop good friendships with each other. They respond well to the high expectations from staff and learn to have regard for each other's needs and feelings. Staff are good role models. They talk to children in a calm, respectful manner and give meaningful praise to individual efforts. Children learn safe practices, such as the need to tidy away toys to prevent tripping hazards. They follow good hygiene routines.

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Outcomes for children are good

Staff regularly check children's learning, and records demonstrate that children make good progress from their starting points. They develop a good foundation for future learning. Children develop in confidence and independence and are enthusiastic to play and learn. Children understand that print carries meaning. They are beginning to recognise their written name, enjoy stories and listen attentively. They join in enthusiastically with familiar songs and rhymes. Staff support children's developing mathematical knowledge, using everyday play and routine times to encourage children to count.

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Setting details

Unique reference number EY479966 Local authority Essex Inspection number 988407 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 23 Number of children on roll 33 Name of registered person Abacus Learning LLP

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reference number

Date of previous inspection Not applicable Telephone number 07580 588554

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reference number

Abacus Kindergarten was registered in 2014. The setting employs nine members of childcare staff, including the owners. Of these, eight hold appropriate early years qualifications at level 3 or above, including three with early years professional status. The setting opens on Monday, Tuesday, Thursday and Friday from 9.15am until 2.45pm. It is open on Wednesday from 9.15am to 12.15pm. The setting 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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