Staplecross Pre-School Playgroup

Staplecross Pre-School Playgroup St. Mark's Church Hall, Northiam Road, Staplecross, Robertsbridge, East Sussex, TN32 5QG

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Inspection date

Previous inspection date 22 September 2017 1 December 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

 Children enjoy a good range of interesting activities to stimulate their curiosity. For example, they collect fallen branches as they build an imaginary bonfire outside.  The dedicated staff receive regular support through supervisory meetings with their manager and have good training opportunities to consistently update their skills. This helps children to positively benefit from newly introduced methods of practice, such as activities that teach them about making healthy food choices.  Behaviour management is consistent and staff always consider the development needs of children. Children behave well.  The manager ensures all children's learning is monitored and they make good progress.  Children learn good mathematical skills to support their future learning. For example, older children confidently complete simple addition sums.  Staff support all children to develop good communication skills. For example, they

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This provision is good

introduce new words and bring excitement to stories as they read them. Older children are confident to answer thought-provoking questions.

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It is not yet outstanding because:

 On occasions, some children do not settle in as quickly as others. The child's key person who settles new children in is not always the same person who made the initial connection during home visits.  Staff do not consistently make good use of opportunities to help children understand about people's differences in their community.

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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

 review and improve the consistency of the settling-in process to provide even greater support to all new children  extend children's current understanding of the differences between people in their community.

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Inspection activities

 The inspector observed staff interactions with children.  The inspector viewed the indoor and outdoor environments.  The inspector looked at written documentation, including evidence of the suitability of all those working at the nursery.  The inspector spoke to children, parents and staff, and took their views into consideration.  The inspector carried out a joint observation with the manager.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff demonstrate a good understanding of how to identify any children who may be at risk of harm. They know the action to take if they have any concerns about a child's welfare. The manager thoroughly monitors children's progress, including specific groups of children. Swift action is taken to address any gaps in children's learning. Staff work in successful partnership with parents and other professionals to support children who have special educational needs. Parents report that they feel included in their child's learning and development. For example, they receive regular updates about their children's progress. The manager and staff work together and accurately evaluate the nursery. They actively include the views of parents and children to identify areas for further improvement.

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Quality of teaching, learning and assessment is good

Staff undertake detailed observations and assessments of children's progress. All children engage in challenging activities with enthusiasm. For example, they look closely at pulses and pastas during a messy activity and persevere at sorting them into small and large groups. Children positively respond to staff use of questioning. This motivates children to actively join in with storytelling, enthusiastically reciting the story as it unfolds. Children are inquisitive as they play with play dough. They use different-sized containers to prepare an array of 'cakes'. Children enjoy discovering that the play dough reacts in different ways as they squeeze and stretch it.

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Personal development, behaviour and welfare are good

Children demonstrate a good awareness of the high expectations that staff put in place to enhance their awareness of positive behaviour. Children independently manage their personal care needs and show a good understanding of how to keep themselves safe. They demonstrate a real sense of responsibility for their environment as they eagerly help to carry out age-appropriate tasks. For example, children help staff to sweep up spills on the floor and are eager to tidy up in preparation for lunch. Staff praise children's achievements which helps them to grow in confidence as they learn new skills, such as mark making on various surfaces. Children squeal with delight as they prepare for group activities, such as outdoor play. They work together to build a 'boat' and plan a journey with their friends.

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Outcomes for children are good

Children are making good progress in relation to their starting points, including those who have special educational needs. Children learn to link letters to the sounds they represent when they join in with songs and actions, and follow a story. They express a keen interest in books as they lie together in the comfy book area and tell stories to each other from the pictures on the pages. Children confidently count, measure and use mathematical language as they play. These are just some of the skills they gain that help to prepare children for their future learning at school.

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Setting details

Unique reference number EY382801 Local authority East Sussex Inspection number 1071065 Type of provision Full-time 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 20 Number of children on roll 15 Name of registered person Joanna Perkins

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reference number

Date of previous inspection 1 December 2014 Telephone number 07979481383

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reference number

Staplecross Pre-School Playgroup registered in 2008. The playgroup is open Monday, Wednesday and Friday from 9am to 3pm, during term time only. There are three members of staff, all of whom hold appropriate early years qualifications to level 3. The provider receives funding to provide early education for children aged three and four years.

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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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