Cromer Pre-School

Cromer Pre-School United Reform Church, Cromer Avenue, Low Fell, Gateshead, Tyne and Wear, NE9 6UL

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Inspection date

Previous inspection date 19 June 2017 20 January 2014

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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 qualified and experienced staff have a secure knowledge of child development and high-quality teaching is embedded in their practice. All staff know how children learn best. They make the most of every opportunity to promote children's learning, such as through using purposeful play and carefully planned activities. All children make consistently good progress from their starting points.  Staff use thorough observations of children well and these help to skilfully identify the need for early intervention. They work closely with other professionals and provide effective support for children who have special educational needs and/or disabilities.  Partnerships with parents are very well established. Parents' involvement in their children's learning helps to ensure that children's needs are quickly identified and successfully met. The staff team works with local schools and childminders to support

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This provision is good

all children as they move between settings.  The manager is committed to developing the skills and knowledge of all staff. She targets training to assist in meeting staff's individual professional development needs and to help raise the quality of practice.

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It is not yet outstanding because:

 Systems for analysing the progress made by different groups of children are not yet fully embedded to help raise outcomes for all children to the highest levels.  Self-evaluation systems for identifying targets for future improvement are not yet sharply focused.

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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

 strengthen the newly introduced arrangements for comparing the progress made by different groups of children  develop further the good systems for self-evaluation to assist in more precisely identifying areas for improvement.

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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. She looked at relevant documentation and evidence of suitability of staff working in the pre-school.  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

The arrangements for safeguarding are effective. The manager successfully promotes a culture of vigilance and children's welfare is prioritised. Staff have a good understanding of child protection issues and are confident about the local procedures to follow if they have any concerns. Daily risk assessments are completed for the environment, indoors and outdoors. This helps to ensure that children are kept safe from harm. The deployment of staff is well organised and children are consistently supervised. The manager observes staff's practice and carries out regular supervision meetings to discuss children's learning and development. Since the last inspection, the manager and staff team have made effective changes. For example, they regularly review the learning environment and make changes to keep children challenged in their play.

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Quality of teaching, learning and assessment is good

Staff effectively support children to develop good communication and speaking skills. They consistently teach them the meaning of new words and ask challenging questions. They give children time to think for themselves and respond, in order to allow them to express their thoughts. Staff use high-quality visual prompts and have recently learned sign language to help support all children to communicate most effectively. Staff have a strong focus on preparing children for school. They help children to develop good literacy skills. For example, staff encourage children to hear sounds in words as they name farm animals. Children enjoy songs and rhymes, and demonstrate excellent listening skills as they listen to a story about the farm.

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Personal development, behaviour and welfare are good

Individual settling-in procedures help children to feel safe and secure when they first start. This supports their emotional well-being successfully. Children behave very well. They are respectful and calm as they play. They take turns, learn to share and develop good friendships. Children are secure in their surroundings and have confidence in their own abilities. Children enjoy extended periods of time in the well-resourced outdoor area. They relish the opportunity to play with the newly developed mud kitchen and talk to staff about the importance of staying safe in the sun while outside. Children are effectively supported to manage their own care needs and they help themselves to drinks and put their sun hats on before they go outside.

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Outcomes for children are good

Children are happy and thoroughly enjoy their time at pre-school. They are motivated to learn and are keen to make choices about their play. They successfully develop the skills required for their next stage in learning. For example, they learn to listen carefully, solve problems and develop good physical skills, including self-care.

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Setting details

Unique reference number 311887 Local authority Gateshead Inspection number 1087777 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 3 - 4 Total number of places 45 Number of children on roll 84 Name of registered person Amanda Jayne Cannon

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reference number

Date of previous inspection 20 January 2014 Telephone number 0191 491 1130

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reference number

Cromer Pre-School registered in 2000. It is located in Gateshead, in Tyne and Wear. The pre-school employs 12 members of childcare staff. Of these, seven hold appropriate early years qualifications at level 3 and four hold a qualification at level 2. The pre-school provides sessions on Monday to Friday, from 8.30am until 11.30am and on Monday, Wednesday, Thursday and Friday from 12.05pm until 3.05pm, term time only. A breakfast club is available from 7.45am until 8.30am, and a lunch club from 11.30am until 12.05pm. The pre-school receives funding for the provision of free funded early education 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

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