Thorpe End Preschool (Teddies)

Thorpe End Preschool (Teddies) St. Davids Drive, Thorpe End, NORWICH NR13 5HR

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Inspection date 9 October 2018 Previous inspection date 23 March 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The management committee and manager have a good overview of strengths and areas to improve further. They use feedback from parents and staff and from observations of children's engagement in activities to determine which areas to focus on next. All staff are committed to providing high-quality care and education for children. n Staff use observations and accurate assessments of children's learning during play to plan interesting activities based on children's interests and learning needs. This helps all children to achieve in their next steps for learning. n Staff support children to explore risk and challenge. For example, they encourage older children to use a balancing block independently once they have mastered the rules and techniques for its use. They provide younger children with support which gradually reduces as their skill increases. This promotes children's self-esteem and physical safety.

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The provision is good

n Children demonstrate enjoyment in learning. They are keen to participate in group activities and share what they know. For example, children are delighted when chosen to find the correct day of the week and weather symbol for the welcome board.

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It is not yet outstanding because:

n Systems to gather detailed information about children's prior learning and capabilities when they begin attending are not as robust as they could be. This means there are delays to targeted planning for individual learning needs until staff have completed their initial assessments. n The management does not use supervision as well as it could, to fully meet the coaching and development needs of all staff members. This limits opportunities for staff to develop excellent teaching skills and reach their full potential.

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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

n make use of parents' expertise of children's capabilities during enrolment, to sharply focus early planning and extend monitoring of children's progress from the outset n explore further ways to enhance supervision experiences for staff, to maximise their personal effectiveness and raise the quality of teaching even further.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector held a number of discussions with the manager and committee chairperson. She looked at relevant documentation, including children's learning records and evidence of the suitability of all persons working on the premises. n The inspector completed a joint observation of an activity with the manager. n The inspector spoke to children and staff at appropriate times during the inspection. n The inspector took account of the views of parents spoken to during the inspection.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The manager and staff have a strong knowledge of signs and symptoms that a child's welfare may be at risk. They know how to report any concerns they have about children's welfare. The manager and her staff regularly review children's progress to identify areas of the provision to enhance and develop support plans. They also attend training to extend their knowledge of particular approaches or learning needs, such as to help children overcome speech and language difficulties. This has a positive impact on children's learning experiences and development. Parents are valued as contributors to children's learning and as key members of the pre-school community. The management holds regular family events and encourages parents to join the committee.

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Quality of teaching, learning and assessment is good

Staff teaching practice is responsive and enthusiastic. Staff plan a broad variety of activities indoors and outdoors, and encourage children to make choices about what they would like to do next. They use routine tasks as an opportunity for learning. For example, children self-register upon arrival by posting their name in to a letterbox. This encourages letter recognition and supports their literacy skills. Staff provide a wide variety of interesting mark-making and craft materials. Children select from different papers, writing tools, embellishments and envelopes. This supports children's early writing skills and creativity. Staff are active participants in children's play. They provide appropriate vocabulary, ask children questions to extend their thinking, and introduce new concepts in a relaxed, entertaining manner.

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Personal development, behaviour and welfare are good

Children are well behaved. They play cooperatively with their friends, working together to make long water runs with pipes and guttering, for example. Children are kind and polite, waiting their turn at popular activities. For example, children wait patiently for their turn to jump off the balancing block onto soft mats. Staff listen carefully to children talking about their home lives. They ask questions and make enthusiastic comments. This supports children's self-esteem and shows their experiences are valued. Children form warm attachments to staff, which helps them to feel secure and supports them to settle quickly. Staff carry out detailed risk assessments to identify and remove potential hazards within the environment. Staff encourage children to develop an understanding of rules to keep themselves safe, such as careful scissor use.

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Outcomes for children are good

All children, including those with special educational needs and/or disabilities, make good progress in their learning and development. They develop key skills for future learning. For example, they listen carefully to staff and each other. Children are confident to ask staff for help with difficult tasks, for instance, peeling the backing from small stickers. Children are well prepared for their next stage in learning, such as school.

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Setting details

Unique reference number 254317 Local authority Norfolk Inspection number 10071046 Type of provision Full day care

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childcare on non-domestic premises Age range of children 2 - 4 Total number of places 26 Number of children on roll 27 Name of registered person Thorpe End Pre-School (Teddies) Committee

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reference number

Date of previous inspection 23 March 2015 Telephone number 07880 870 757

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reference number

Thorpe End Preschool (Teddies) registered in 1993 and is located in Norwich, Norfolk. The pre-school employs six members of childcare staff. Of these, four hold appropriate early years qualifications at level 3 and above. The pre-school opens from Monday to Friday during term time only. Sessions are from 9am to 3pm Monday to Wednesday and from 9am to 12pm on Thursday. A parent and toddler session runs on Friday mornings from 9am to 11.30am. The pre-school provides funded early education for two-, three- and four-year-old children.

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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.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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