Dersingham Pre-School

Dersingham Pre-School Saxon Way, Dersingham, Norfolk, PE31 6LY

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Inspection date

Previous inspection date 14 December 2017 8 May 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

 Leaders and managers are ambitious and have high expectations. Their evaluation of the provision is accurate and reflects the views of children, parents and other professionals. They have a targeted action plan to drive improvement and enhance the experiences of those children who attend.  Staff support children's mathematical development well. Younger children explore and investigate shape and size. They play imaginatively with boxes that are different sizes. Older children learn positional language and have regular opportunities for counting.  Staff are warm, kind and caring to children. They help children to develop good friendships and attachments with others. Young children show empathy towards their peers. Older children seek out their friends to share their play experiences.  Children are encouraged to be independent from a young age. For example, babies learn to recognise their shoes as they get ready to go outdoors. Older children enjoy

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This provision is good

completing small tasks, such as tidying away their toys.  Children enjoy taking part in the good range of opportunities available. They communicate well and are confident to try new experiences.

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It is not yet outstanding because:

 Staff do not gather detailed information about children's prior learning and development to fully support their precise needs on entry.  Staff do not always target their questions to children's level of understanding, or give them time to respond before they move them on in their learning.

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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

 seek detailed information from parents about children's prior learning and development so that children's starting points are precisely identified and planned for on entry  support staff to consistently use effective questioning techniques, which are precisely targeted to children's level of understanding and which challenge their thinking skills.

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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 provider.  The inspector held a meeting with the pre-school early years leader and provider. She looked at relevant documentation and evidence of the 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

Safeguarding is effective. Staff understand their responsibilities to report any concerns they have about children's welfare. Senior staff react promptly and decisively when staff raise concerns and follow the local safeguarding children board procedures. Leaders implement robust recruitment procedures to ensure only those suitable to work with children do so. Staff receive support to improve their teaching practice. Leaders implement an effective system of performance management to provide targeted support to staff, according to their knowledge and level of experience. Staff are encouraged to complete childcare qualifications to help them to become confident and competent practitioners. Leaders effectively monitor children's learning. They evaluate the progress children make, including that of groups of children. They use this information to target teaching and the provision, to address any emerging gaps in children's learning.

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Quality of teaching, learning and assessment is good

Staff support children's communication and language skills well. For example, they model language and speak clearly and slowly to those children who are developing their early speaking skills. Staff introduce new vocabulary for children to hear and repeat. Children play imaginatively. Young children use boxes and pretend that they are driving a car. Older children pretend to make food and cook in the well-equipped, role-play area. Staff know the children well. They make ongoing assessments of children's learning and development. Staff plan targeted interventions when they have concerns about children's learning and work closely with parents. They share information with parents about children's progress and their day-to-day experiences. Parents value this information and comment that it helps them to support children's learning at home.

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Personal development, behaviour and welfare are good

Children learn to manage risk from a young age to keep themselves and others safe. For example, young children wait their turn to bounce on the small trampoline. They follow the rules that they may only access it one at a time, and that they have to hold onto the handles as they bounce. Staff are vigilant and stand close by. Children have a wide range of experiences outdoors. They have opportunities to be physically active, such as running in a large area. Children also explore and investigate natural objects in the forest area. They eat healthily, for example, children eat fruit at snack time. Staff encourage children to follow good hygiene procedures. Children are encouraged to be independent and manage their own self-care. Staff offer encouragement and support to less confident children. They praise children often to help promote their confidence and self-esteem.

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Outcomes for children are good

Children progress well in their learning and development. They are confident to make choices and express their views. They develop secure friendships with others and learn good social skills. Children are active and motivated throughout the day. They are prepared well for the next stage in their learning, such as school.

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Setting details

Unique reference number EY471107 Local authority Norfolk Inspection number 1088249 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 0 - 3 Total number of places 32 Number of children on roll 67 Name of registered person Dersingham Primary School Governing Body

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reference number

Date of previous inspection 8 May 2014 Telephone number 01485540022

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reference number

Dersingham Pre-School registered in 2013. The pre-school employs 13 members of childcare staff. Of these, six hold appropriate early years qualifications at level 3 or above. The pre-school opens from Monday to Friday, during term time only. Sessions are from 8am until 5pm. 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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