Little Treasures Pre- School

Little Treasures Pre- School Wamil Way, Mildenhall, Bury St Edmunds, IP28 7JU

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Inspection date

Previous inspection date 19 April 2017 21 October 2016

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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

 Leaders and staff have worked hard to make effective change since the last inspection. Consequently children benefit from attending a setting where outcomes for them have improved.  The quality of teaching is mostly good and improving rapidly.  Partnership working with other professionals who provide specialist support for children, is excellent. They highly praise the commitment all staff have demonstrated in supporting children who have special educational needs and/or disabilities.  Staff know the children well. Systems to assess what children know and can do are rigorous. Staff use this information well to plan for the next steps in learning.  Staff have developed effective working relationships with parents. As a result, parents feel involved in their children's learning and are very positive about the support they and their children receive.

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It is not yet outstanding because:

 Planned activities to explore mathematical development is provided, but staff miss some teaching opportunities to incorporate mathematical language during every day play.  Children who are younger or less confident can be overlooked. Therefore these children are not always so involved in activities and there can be missed learning opportunities for them.  Hygiene practices with children's soothers is not rigorous enough to minimise the risk of contamination.

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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

 improve methods for keeping children's soothers off the floor and clean until needed  improve monitoring so that less confident children and younger babies are equally involved in activities and interactions with staff and other children at all times  encourage staff further to make the most of opportunities to development children’s mathematical understanding through the everyday routines.

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Inspection activities

 The inspector observed the quality of teaching and the impact this had on children's learning both indoors and in the garden.  The inspector carried out a joint observation with the manager.  The inspector spoke to members of staff, visiting professionals and children at appropriate times during the inspection.  The inspector took account of the views of parents spoken to on the day of inspection.  The inspector spoke with managers and looked at children's records, planning documentation, evidence of the suitability of staff and a range of other documentation, including policies and procedures.

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Effectiveness of the leadership and management is good

Leaders have worked hard to carry out accurate assessment of the quality of the provision they offer. They identify key areas for development and focus on these to drive through improvements that make the most significant changes to the quality of the provision. Safeguarding is effective. Staff are knowledgeable and confident about their role to safeguard children and the procedures to follow should they have a concern about a child. Recruitment processes have been reviewed, are now fit for purpose and ready to be implemented for new staff. Managers meet staff regularly to ensure they are well supported and remain suitable in their role. Managers monitor children's progress carefully. Together with staff they identify children's emerging needs and prioritise learning opportunities, and/or additional support. The setting is safe and secure. Improvements made in assessing risks on the environment ensure that children are safe.

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Quality of teaching, learning and assessment is good

Staff have worked hard to improve their teaching methods. They have liaised with other professionals to develop new ideas and have implemented changes well. As a result, the quality of teaching is now good. Staff make frequent observations of what children can do and work together to identify what they need to learn next. Staff regularly discuss with parents the progress their children are making. Children's records are available for parents to view at any time. Activities are linked to children's interests and evolve throughout the session. This works well and most children are confident to lead with ideas and discussion. For example, staff found that some older boys did not listen well to stories read from a book. However, these children are spellbound when staff use their creative storytelling skills to makeup a story about a dinosaur that goes swimming. They learn about how chlorine is used to keep water clean and the types of clothes you wear when swimming.

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Personal development, behaviour and welfare are good

Staff use a range of effective strategies to teach children the behaviour that is expected. For example, staff have introduced 'wait' cards to help children remember to listen to others and take turns in a conversation. Consequently, children behave well. Staff offer lots of praise and encouragement and children develop a strong sense of belonging. They develop secure attachments with their key person and are confident when they arrive at the setting. Staff plan well for those who need support to separate from parents. Healthy snacks and drinks are provided, and staff encourage parents to provide healthy packed lunches. Children have daily opportunities to benefit from fresh air and exercise and enjoy exploring the natural world in the garden.

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Outcomes for children are good

Children are independent learners. They enjoy creating stories and acting out characters that they invent. They concentrate for long periods and listen well to instruction. Children enjoy working together on a task such as painting the garden fence. They help each other and negotiate well. Children are making solid progress, including those who receive additional funded early education. Children whose starting points are below expected levels are making rapid progress. All children are well prepared for their move to school.

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Setting details

Unique reference number EY467183 Local authority Suffolk Inspection number 1081046 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 0 - 5 Total number of places 36 Number of children on roll 54 Name of registered person Little Treasures Mildenhall Ltd

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reference number

Date of previous inspection 21 October 2016 Telephone number 01638717877

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reference number

Little Treasures Pre-School was established in 2009 and re-registered in 2013. The pre- school employs 11 members of childcare staff. Of these, nine hold appropriate early years qualifications at level 3 and above, including one with Early Years Professional status. The pre-school opens from Monday to Friday for 45 weeks a year. Sessions are from 8am until 6pm. The pre-school provides funded early education for two-, three- and four-year-old children. It supports disabled children and those with special educational needs.

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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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