Writtle Green Pre-School

Writtle Green Pre- School Longmeads Community Centre, 12-14 Redwood Drive,Writtle, Chelmsford, Essex CM1 3LY

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Inspection date 6 November 2018 Previous inspection date 26 November 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 Staff have developed extremely good working relationships with other professionals involved in children's lives. They fully understand the importance of joint working and share important information that helps to ensure consistency in children's care and learning. n Children thoroughly enjoy spending time outside in the fresh air. They engage very well in an exciting range of play opportunities. This helps to ensure that children's individual learning styles are effectively supported wherever they choose to play. n Staff promote children's communication and language development successfully. They talk to children about what they are doing and regularly introduce new and descriptive words. Children eagerly join in conversations and staff support them to learn about taking turns to speak and listen to others. n Parents report that the staff are 'lovely' and that they feel confident to approach them.

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The provision is good

They say that when they drop their children off in the morning it feels like they are leaving them with 'family members'. Parents describe the atmosphere in the pre-school as relaxed.

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It is not yet outstanding because:

n Staff do not consistently make the most of their good relationships with parents to support them to complement and extend their children's learning at home. n At times, staff do not promote opportunities that encourage children to fully explore and discover their ideas.

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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 more use of the strategies that are in place to support parents to complement and extend their children's learning at home n provide further opportunities for children to fully explore and develop their own ideas.

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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 outside and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with one of the supervisors. n The inspector held a number of discussions with the supervisors, staff and children. n The inspector looked at relevant documentation, including evidence of the suitability of persons working with children. The inspector discussed with the supervisors and staff how they reflect on their practice. n The inspector took account of the views of parents through discussion provided at inspection.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff have completed training that helps them to understand how to keep children safe. They know how to recognise and report any concerns about children's welfare. There are effective recruitment procedures in place. This ensures that all staff complete checks to ensure that they are suitable to work with children. The effective induction programme means that staff are able to develop a good understanding of their responsibilities in their first week of employment. Ongoing supervision meetings identify and support staff's professional development. This helps to ensure that children benefit from their up-to-date knowledge and understanding. Parents access an online system which gives them information about their children's level of development. Staff use additional funding for children well to support their good progress. For example, children enjoy taking part in games that help them to learn about

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Quality of teaching, learning and assessment is good

When children start pre-school, staff gather information from parents to help them understand their level of development. Overall, staff interact well with children and provide good-quality teaching. Children watch with great interest as they attempt to work out what happens to their cup of water as it runs through a series of tubes and pipes. They are encouraged to learn about numbers as they sing songs. Children competently count how many pretend 'currant buns' staff have made from dough. They are keen to discover how many are left each time a bun is taken away. Children are very excited to tell staff about their experiences outside of the pre-school. Staff encourage them to practise their language skills through conversations about firework night. Children take part in activities that help to build the small muscles in their hands needed for writing. For example, they mould and manipulate dough and successfully fit puzzle

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Quality of teaching, learning and assessment is good

pieces together. Children learn about volume and capacity as they fill and empty containers with sand and water.

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Personal development, behaviour and welfare are good

Children are happy to meet with their friends in the warm and welcoming environment created by staff. They show that they understand and can follow instructions. At snack time they confidently learn how to spread butter on rice cakes. Children enjoy the positive attention given to them by staff. This helps to build their self-esteem and confidence effectively. Children learn about healthy lifestyles. They follow good hygiene routines and many can independently attend to their own personal needs. Children are supported to learn how to stay safe. Staff recall discussions about why children need to be 'very careful' near fireworks. They encourage children to explore their emotions. For example, children explain how they felt 'too scared to hold a sparkler'.

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Outcomes for children are good

All children make good progress in their learning. They confidently communicate their needs and wants to staff and enjoy sharing learning experiences with each other. Children are able to concentrate well and develop a positive attitude to learning. Children gain the skills needed in readiness for their move on to school.

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Setting details

Unique reference number 650172 Local authority Essex Inspection number 10062933 Type of provision Sessional 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 19 Number of children on roll 24 Name of registered person Writtle Green Pre-School Committee

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reference number

Date of previous inspection 26 November 2015 Telephone number 07950 944612

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reference number

Writtle Green Pre-School registered in 1994. It is located in Chelmsford, Essex. The pre- school employs nine members of childcare staff, seven of whom hold appropriate early years qualifications at level 2 or above. The pre-school opens Monday to Friday, term time only. Sessions are from 8.30am until 2.45pm. Children attend for a variety of sessions between these times. 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.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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