Buddies Pre School

Buddies Pre School Scout Association, 2nd Collier Row, Worthington Hall, Collier Row Road, ROMFORD, RM5 2BE

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Inspection date

Previous inspection date 15 January 2018 15 July 2013

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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

 Staff are caring and friendly, and form warm bonds with children. They are sensitive to children's needs and support their emotional well-being effectively.  Children make good progress and develop the skills needed for their future learning. They develop good language and early reading skills, for example, while joining in with stories with staff.  Staff check on children's abilities accurately and know their key children well. They make accurate observations of what children can do and plan age-appropriate activities to support their good development.  Children behave well. Staff successfully share their expectations with children to help them learn what is acceptable and how to keep safe. For instance, they remind them to walk in the hall to help prevents any accidents.  Leaders reflect on the quality of the pre-school effectively. They check on staff's teaching expertise well and recognises the setting's strengths and weaknesses. They

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This provision is good

take action when needed to improve staff's practice and outcomes for children.

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It is not yet outstanding because:

 At times, staff do not plan activities which fully encourage children to think of their own ideas, to help enhance their creative skills.  Sometimes, staff do not take all opportunities to extend children's early writing skills during activities.

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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

 develop staff's planning skills to help provide children with more opportunities to think of their own ideas during activities  build on opportunities for children to develop their early writing skills further.

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Inspection activities

 The inspector observed the interactions between staff and children as they engaged together in activities.  The inspector and the manager undertook a joint observation of a teaching activity.  The inspector held discussions with the manager and staff during the inspection about children's care and the activities provided for them.  The inspector took into account the views of the parents and carers spoken to on the day and engaged with children at appropriate times.  The inspector viewed documentation during the inspection, such as the setting's policies and procedures, and children's attendance registers.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The leadership team members understand their responsibility to protect children and implement effective policies and procedures to ensure their welfare. Staff know how to recognise and report any signs that indicate a child may be at risk of harm. Staff have good opportunities to develop their knowledge and skills. For instance, they visit other settings to observe practice, gather ideas and develop their teaching expertise. Leaders and staff communicate effectively with other agencies that work with children, to help support consistency in their care and learning experiences. They check on children's progress effectively to swiftly recognise and address any gaps in children's learning.

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Quality of teaching, learning and assessment is good

Children play in an exciting, stimulating and welcoming environment. They concentrate well while they play and are keen to be involved. Children enjoy sensory experiences, such as moulding and creating things with modelling materials. They learn to talk about what they have made while they play and develop their hand-muscle control. Staff teach children well. For instance, they successfully adapt their interactions, including through the use of hand gestures, to support children's understanding. They cater for children's varying abilities and needs effectively. Staff work with parents effectively. For instance, they share information about children's progress and gives ideas on how they can support children's development at home.

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Personal development, behaviour and welfare are good

Staff teach children well about how to be healthy. For example, they offer children nutritious foods and make sure that they have good opportunities to be active. For example, Children move around outdoors and use equipment to help them develop their physical skills. The environment and equipment are safe. Staff implement robust safety procedures, including regular risk assessments, to support children's welfare. They support children well to develop an understanding of good hygiene practices. For instance, they teach them to wash their hands before they eat.

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Outcomes for children are good

All children, including those who have special educational needs (SEN) and/or disabilities, make good progress from their starting points and develop skills that support their next stages of learning. Children interact and communicate with others confidently. They join in with rhymes and develop their sentences and language skills well. Children develop good social skills, such as learning to take turns, share and be kind to others. They learn to recognise their written names and understand that text carries meaning.

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Setting details

Unique reference number EY458064 Local authority Havering Inspection number 1028814 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 26 Number of children on roll 19 Name of registered person Buddies Pre School Limited

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reference number

Date of previous inspection 15 July 2013 Telephone number 07963722792

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reference number

Buddies Pre School registered in 2013. It operates from a hall in Collier Row, in the London Borough of Havering. The pre-school employs five members of staff, all of whom hold appropriate early years qualifications at level 3. The pre-school opens Monday to Thursday during term time only. Sessions are from 9am until 3pm on Mondays, Tuesdays and Thursdays and from 9am until midday on Wednesdays. The pre-school is in receipt of funding to provide free early education for 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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