Giggles Pre-School

Giggles Pre-School 268 Central Avenue, Southend-on-Sea, SS2 4EE

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Inspection date

Previous inspection date 3 May 2017 13 January 2015

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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 work closely with the children in their care and help them to develop strong bonds. They are affectionate and caring. Staff enable children to build trusting relationships within the setting and this helps them to feel safe and secure.  Staff work in partnership with parents and discuss children's development with them from the beginning. They conduct early assessments of children's development with parents, including a progress check for two-year-old children.  Children make good progress in their learning and development. Staff provide enjoyable and imaginative activities that support children's progress across all areas of learning.  Staff closely monitor children's progress and accurately identify any gaps in their development and learning. Staff work closely with parents to secure effective interventions and ensure that any gaps in children's learning close quickly, according to their abilities.

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It is not yet outstanding because:

 Leaders and managers are still in the process of embedding a targeted programme of continuous professional development for staff to help them to enhance their knowledge and skills to the fullest extent.  Staff do not provide extensive opportunities for children to learn about people and communities outside of their immediate experience.

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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

 enhance the programme of training for staff, in particular, so it's specifically tailored to their needs and aspirations, to help them to continuously develop their knowledge and skills  provide a more varied range of opportunities for children to learn about people and communities outside of their immediate experience and help them to understand differences in society.

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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 carried out a joint observation with the manager.  The inspector held meetings with the manager and provider and spoke to staff and children.  The inspector took account of the views of parents by speaking with some of them during the inspection.  The inspector looked at relevant documentation, such as the suitability and qualifications of staff, children's progress records, policies and procedures.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Leaders and managers provide opportunities for staff to receive regular safeguarding training. This ensures that staff understand how to protect the children in their care. They regularly review their policies in line with local authority guidelines. Procedures for staff recruitment follow safe practices, and staff suitability and qualifications are checked. Overall, managers meet with staff regularly for supervision and support. Experienced staff coach new staff well and this helps to maintain consistency in staff practice and teaching. Managers monitor the development of individual children and discuss their progress with staff. Parents meet with staff regularly to discuss children's achievements and the next steps in their learning.

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Quality of teaching, learning and assessment is good

Staff regularly assess individual children's development. They use the information gained to plan challenging and interesting activities to encourage their continuous progress. Children's communication and language skills are good and they become confident speakers, including children who are learning to speak English as an additional language. Staff support children's emerging vocabulary and understanding effectively, such as through the use signing and symbols. Children develop a keen interest in books. For example, they listen intently and eagerly answer questions during stories. Children enjoy exploring and making shapes in sand. They practise their physical skills, for instance, when they jump through hoops and learn to pedal a tricycle or manoeuvre a car.

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Personal development, behaviour and welfare are good

Children learn how to make healthy food choices, such as when they make vegetable shapes from dough and eat fruit for their snack. They are independent. For example, they help to tidy resources, put on their coats and pour their drinks. Children enjoy imaginary play. For example, they pretend to make dinner and a cup of tea for staff. Children enjoy being outdoors, exploring activities in the garden. Staff encourage children to learn about the importance of following rules and teach them how to keep themselves safe. Children tell staff when it is safe to cross the zebra crossing on the playground. They learn to be kind to their friends. Staff set clear and consistent boundaries for children's behaviour and teach them to share and take turns.

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Outcomes for children are good

Children make good progress in readiness for school. For example, they try on school uniforms in a make-believe classroom and develop hand control in preparation for early writing skills, such as when threading laces. Children recognise letters in their name and find out that words printed in books have a meaning. They learn to count and identify colours and shapes. They enjoy weighing and measuring, for example, when cooking.

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Setting details

Unique reference number EY406302 Local authority Southend on Sea Inspection number 1094212 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 4 Total number of places 23 Number of children on roll 53 Name of registered person Kim-Marie Searle

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reference number

Date of previous inspection 13 January 2015 Telephone number 01702 461908

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reference number

Giggles Pre-school registered in 2010. It is situated in Southend, Essex and is privately owned. The pre-school is open from Monday to Friday, from 9am to 12pmn and from 1pm to 4pm, during school term time. There are seven members of staff, including the provider, four of whom hold appropriate early years qualifications at levels 3 and 4 and two at level 2. The pre-school 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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