The Chase Clacton

The Chase Clacton Gospel Hall, Cambridge Road, Clacton On Sea, Essex, CO15 3QL

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Inspection date

Previous inspection date 20 November 2017 Not applicable

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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 nursery is led and managed well. The management team demonstrates a strong commitment to continuous improvement. They have high expectations for the provision and the quality of care and learning for all children.  Staff are committed to working together with parents. Partnerships are well established. Staff keep parents well informed about their children's day and actively encourage them to remain involved in their child's learning and development.  Children are happy and settled. They feel safe and secure in their relationships with staff.  Staff are good role models. They talk to children in a calm, respectful manner. Children learn about the importance of being kind to each other and the need to share, take turns and consider the needs of others. Staff manage any unwanted behaviour well, taking into account the age and level of understanding of the children.  Staff have a good understanding of the age group they are working with. They plan

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This provision is good

and provide a varied range of activities to support children's learning. Activities are rooted in children's interests. Children make good progress.

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It is not yet outstanding because:

 Staff do not make the most of opportunities to help younger children develop independence in their self-care skills.  Sometimes, staff do not make the best of opportunities to help promote children's developing awareness of numbers and mathematical language.

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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

 make better use of opportunities for younger children to learn to do things for themselves and develop self-care skills  focus more closely on supporting children's developing understanding of counting and mathematical language.

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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 at appropriate times throughout the inspection and completed a joint observation with the manager.  The inspector held a meeting with the provider and also discussed self-evaluation.  The inspector looked at records of children's learning and a selection of policies.  The inspector spoke to a number of parents during the inspection.

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Effectiveness of the leadership and management is good

Staff are enthusiastic and motivated. Regular supervision meetings help encourage a culture of mutual support and promote staff's professional development. Leaders promote reflective practice as part of the self-evaluation process. For example, following a review of lunchtime, staff converted the outbuilding into a dedicated dining room. They now find that children remain at the table to eat and lunchtime is a sociable and enjoyable time. The management team monitors the learning and development requirements well, including how additional funding is spent. This helps to ensure that any gaps in children's learning are quickly identified and any necessary interventions are sought. Safeguarding is effective. Staff understand their responsibility to protect the welfare of children. They have also completed training to make sure they understand how to support vulnerable families who may be at risk of harm from extreme behaviours and views.

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Quality of teaching, learning and assessment is good

Staff observe children as they play and evaluate their observations well. This helps them to identify the stage children are at in their learning and what they need to do to support their continuing progress. The quality of teaching is good. Staff actively engage in children's play and are led by what children want to do. Staff talk to children and encourage them in conversation, helping them to become confident communicators. Children eagerly talk to staff about stories that have been shared with them, confidently chatting about their favourite parts of the story. Children benefit from interesting resources that promote their continuing progress towards the early learning goals. Good attention is given to planning for outdoor activities, helping to ensure that children who learn best from being outside, are able to do so. Children who have special educational needs and/or disabilities are supported well.

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Personal development, behaviour and welfare are good

The key-person system is implemented well. Each child has a named person to take responsibility for their daily well-being and plan for their learning and development. The key persons build friendly and trusting relationships with children and parents. Parents hold staff in high regard and describe them as approachable, caring and friendly. Children develop close emotional attachments with staff, confidently seeking them out to share in their play. Staff provide a welcoming learning environment in which children are secure and confident to express themselves. They support children effectively to develop a positive sense of themselves. Staff encourage children to develop positive attitudes to each other and people beyond their own experiences.

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Outcomes for children are good

Children make good progress from their starting points and they are well prepared for their future learning. Children develop the key skills needed to be ready for school. Older children competently do things for themselves. Children are enthusiastic and motivated learners. Older children understand that print carries meaning and enjoy learning about letter sounds.

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Setting details

Unique reference number EY492976 Local authority Essex Inspection number 1024824 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 29 Number of children on roll 61 Name of registered person Chase Nurseries Limited

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reference number

Date of previous inspection Not applicable Telephone number 01255483141

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reference number

The Chase Clacton registered in 2015. The nursery employs 12 members of childcare staff, 11 of whom hold appropriate early years qualifications at level 2 or above. The nursery is open from Monday to Friday from 8.30am to 4.30pm.

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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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