Millfield Pre-School

Millfield Pre-School South Rise, North Walsham, Norfolk, NR28 0EE

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Inspection date

Previous inspection date 7 March 2017 28 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 provide a very stimulating and child-centred environment for children, both inside and outdoors, where children never tire of investigating, exploring and learning through play. Children enjoy activities that are challenging and that support them in acquiring crucial knowledge and skills in readiness for school.  Staff have a warm and caring rapport with the children, and recognise the uniqueness of each child. They assess and track children's learning effectively. Gaps in learning are quickly identified and targeted support, in partnership with parents and other professionals, is put into place. This supports all children to reach their full potential.  Children are well prepared for the next stage in their learning. Children due to move on to school benefit from a well-planned programme of visits with their key person. This helps to familiarise children with the school environment and some of the routines they

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This provision is good

will encounter.  Staff are highly successful in supporting children to learn and make discoveries about the world around them. Children explain the life cycles of insects, help plant and tend flowers and vegetables in the garden and are eager to care for the guinea pigs.  Parents speak highly about the pre-school. They comment on the friendly, supportive and approachable staff, and about how their children enjoy attending. Staff are very successful in engaging parents in their children's ongoing learning.

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It is not yet outstanding because:

 The systems in place for ongoing supervision and monitoring do not sharply focus enough on raising the quality of teaching to the highest level.  Staff do not always ask parents to provide precise information about children's skills and learning as they start at the pre-school.

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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

 sharpen the focus on performance management so that staff have more opportunities to build on their practice, in order to raise the quality of teaching to the highest level  gather more detailed information from parents about what skills children already have when they start at the pre-school, in order to more effectively identify children's starting points in learning.

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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 during the inspection.  The inspector completed a joint observation with the pre-school manager.  The inspector held a meeting with the pre-school manager and provider. She looked at relevant documentation and evidence of the suitability of staff working in the pre- school. The inspector discussed the pre-school's self-evaluation.  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 show a genuine dedication to their roles and want only the best for all children. They conscientiously evaluate their work and use this information to inform changes. The well-qualified team is keen to attend training and implements new ideas, such as sensory boards and resources. This has a positive impact on the experiences and outcomes for children. The manager has a good knowledge of each child and makes effective use of additional funding to promote all children's development. The arrangements for safeguarding are effective. Staff have a clear understanding of their role in protecting children from harm. They know the process to follow if they have concerns about the welfare of children or families. Staff implement a detailed range of policies and procedures well which helps them to provide children with a safe and secure environment.

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Quality of teaching, learning and assessment is good

Staff clearly understand how children develop and learn. They carry out regular observations and accurately assess children's progress to plan for the next steps in their learning. Parents are kept well informed about forthcoming topics and their children's progress. This contributes to the good progress children make. Staff interaction is of a consistently good quality and successfully deepens children's knowledge and understanding. For example, they ask probing questions that help children to think and make decisions during creative activities. Children's language and communication skills are given high priority. Those who speak English as an additional language are extremely well supported, rapidly gain confidence and are competent in their use of English. Staff ensure that all children have their voices heard. They know how to extend activities and introduce new concepts and mathematical language. Children are keen to use books as part of their

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Quality of teaching, learning and assessment is good

learning. They readily choose factual books that help them to learn about the natural world.

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Personal development, behaviour and welfare are good

Staff have created a very warm, nurturing environment that welcomes children and their families, and promotes respect and equality. The impact of the pre-school's focus on the social and emotional development of children is evident. Children quickly build secure relationships with their key person and other adults. Staff offer children sensitive support to help them understand and manage their behaviour. This encourages children to become independent and responsible. Snack and mealtimes are happy social occasions. Staff make good use of these opportunities to teach children about the importance of a healthy diet and good personal hygiene. Children delight in accessing the well-resourced outdoor area and their health benefits from plenty of exercise and fresh air.

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Outcomes for children are good

Children develop the key skills needed for the next stage in their learning and show a lively interest in new experiences. They identify shapes, colours and count objects. They have many opportunities to develop their early writing skills and learn that print carries meaning. Children enjoy routine whole-group activities. They develop their concentration as they learn to listen to adults and each other.

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Setting details

Unique reference number 254176 Local authority Norfolk Inspection number 1063844 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 28 Number of children on roll 48 Name of registered person Millfield Pre-School Committee

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reference number

Date of previous inspection 28 November 2013 Telephone number 01692 406 378

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reference number

Millfield Pre-School was registered in 1999 and is run by a voluntary committee. The pre- school employs eight members of childcare staff. Of these, seven hold appropriate early years qualifications at level 2 or above. The pre-school opens from Monday to Friday, during term time only. Sessions are from 8.30am to 3.30pm. The pre-school provides funded early education for two-, three- and four-year-old children. The pre-school supports a 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

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

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