Great Tey Pre-School

Great Tey Pre-School Great Tey Village Hall, Chappel Road, Great Tey, COLCHESTER, CO6 1JQ

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Inspection date

Previous inspection date 7 March 2018 13 January 2015

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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 Outstanding 1

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This provision is good

 The excellent organisation of resources helps the youngest children to manage tasks with superb levels of independence, such as pouring drinks, choosing healthy foods and washing plates. This helps to stand them in excellent stead for their eventual move on to school.  There is an effective two-way exchange of information with health professionals, local schools and other early years providers involved in the children's lives. This helps children benefit from strong continuity in their care and education.  Children make good progress from their starting points. Staff successfully involve parents in their children's learning, and systems to share information are extremely effective. For example, parents routinely inform staff of children's learning at home, which staff use very well in children's assessments and planning for their next steps.  Leadership is strong. The manager is well qualified and effective in leading the

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This provision is good

knowledgeable, enthusiastic and dedicated staff team. Robust supervisory meetings help staff to plan for their continued professional development. Rigorous self-evaluation motivates their positive drive towards achieving the highest-quality provision for children.

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It is not yet outstanding because:

 Staff do not always plan meticulously enough to respond to the differing levels of engagement of younger children that encourages their involvement and deepens their thinking skills during some adult-led group 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

 enhance younger children's engagement in some adult-led activities and extend their ability to concentrate and participate even more actively in the experiences.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector spoke to a member of the pre-school committee and held a meeting with the pre-school manager and deputy manager. She looked at relevant documentation including evidence of the suitability of staff and committee members.  The inspector spoke to children and staff at appropriate times throughout the inspection.  The inspector completed a joint observation with the pre-school manager.  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. Training and discussion about safeguarding issues is prioritised by the whole team. This helps to ensure staff remain alert to the different indicators that suggest a child may be suffering from harm. Staff know, which agencies they need to refer concerns to, including any worries about the conduct of a colleague. The manager monitors closely how well both, individual and different groups of children achieve in their learning. This helps identify trends in children's learning and effective planning is implemented to help close any gaps. For example, effective action plans are in place to enhance opportunities for children to extend their mathematical ideas and thinking.

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Quality of teaching, learning and assessment is good

Staff engage well with children and respond effectively to their interests. For example, staff ask children questions about their dough models and encourage them to describe the textures and shapes. This helps extend children's communication and language skills. Staff use effective teaching to support children with special educational needs (SEN) and/or disabilities. For example, they follow well-structured routines and repeat familiar activities with children with SEN and/or disabilities to strengthen their concentration skills and understanding of instructions. There are particularly good opportunities for children to develop physically and learn how to manage risks. For example, boys who enjoy learning outdoors are provided with empty crates and planks of wood, which helps them to experiment with lifting, climbing, stacking and balancing.

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Personal development, behaviour and welfare are outstanding

Children have a highly nurturing settling-in experience and develop an excellent bond with their key person. Staff take time to tailor the provision to meet children's individual care needs. For example, parents explain that staff 'go the extra mile' to plan for their children's specific dietary needs. Staff are highly skilled in motivating children to behave exceptionally well. They place an unquestionable focus on providing children with clear and consistent messages about how to play safely and kindly together. For example, children diligently follow guidance from staff and adhere to safety boundaries to help them avoid obstacles when using toys in the garden. Staff are skilful in ensuring children's self- esteem and sense of achievement are constantly boosted. For example, children delight in telling their parents they have progressed to the next carriage on the pre-school's 'positive achievement train' after trying really hard and sharing well.

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Outcomes for children are good

All children acquire a range of skills in readiness for their eventual move on to school. They are confident communicators and express their ideas with good clarity. Children make decisions readily and demonstrate great levels of resilience when working through minor disagreements together. All children, including those in receipt of additional funding, make good progress in their early literacy skills. For example, they confidently find their name on a printed card and use this as a guide when learning to write their name.

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Setting details

Unique reference number 402130 Local authority Essex Inspection number 1091009 Type of provision Sessional 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 30 Number of children on roll 25 Name of registered person Great Tey Pre-School Committee

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reference number

Date of previous inspection 13 January 2015 Telephone number 07712967081

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reference number

Great Tey Pre-School registered in 2003. The pre-school employs seven members of childcare staff. Of these, six hold a relevant early years qualification at level 3 or level 5. The pre-school opens Monday to Friday during term time. Sessions are from 9am to 2.45pm on Monday and Thursday, 9am to 2.30pm on Tuesday and 9am to 1pm on Wednesday and Friday. 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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