Hevingham Under 5's Association

Hevingham Under 5's Association The Portacabin, Hevingham CP School, Westgate, Hevingham, Norwich, Norfolk NR10 5NH

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Inspection date 8 November 2018 Previous inspection date 10 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 The leadership team and staff are committed to the ongoing development of the pre- school. They continually look at ways to improve what they offer children. They take account of children's interests and overall progress to identify where to target developments most effectively. Children experience good-quality care and education. n Staff are good role models. They communicate effectively with each other and show children and other adults that they are valued. Children learn from staff's positive behaviour. They listen and respond to staff's instructions and behave consistently well. n Staff know the children well. They regularly and accurately assess each child's capabilities and plan targeted learning opportunities according to their individual needs. Children engage well in activities and demonstrate a positive attitude to learning. n Staff work effectively in partnership with parents. They gather detailed information

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The provision is good

from parents to support children's smooth entry into the pre-school. Staff share information with parents about children's progress. They use information from parents about children's learning at home to build on their experiences in the pre-school. n Children are confident to express their needs and to choose what they want to do. They seek support where needed and show determination to reach their chosen goal.

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It is not yet outstanding because:

n Occasionally, staff ask children multiple questions as they play. Sometimes, this detracts from children's concentration when they are immersed in their own thoughts and ideas. n Staff are not highly confident to share their skills and critically reflect on each other's teaching practice to guide and support their continued professional development.

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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 enhance questioning skills even further during activities to enable children to focus on developing their own thoughts and ideas n build staff's confidence to share skills and reflect on each other's teaching practice to drive the quality of teaching to a high level.

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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 spoke with staff and children during the inspection. n The inspector completed a joint observation with the pre-school manager. n The inspector held a meeting with the pre-school manager and a committee member. She looked at relevant documentation and evidence of the suitability of staff working in the pre-school. n The inspector spoke to a number of parents during the inspection and took account of their views.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff have a secure understanding of how to report any concerns they have about children's welfare. They know how to identify signs that may indicate that a child is at risk of harm. They deploy themselves well and closely supervise children throughout the day. The manager has a current knowledge and understanding of wider safeguarding issues. She shares her extensive knowledge with staff and regularly checks on their understanding. The manager works in partnership with other professionals to promote children's welfare. She shares information with them and contributes to joint assessments of children's needs. The manager supports staff to take on lead roles in the pre-school. For example, they access training to enhance their knowledge and understanding of how to support children's different learning needs.

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Quality of teaching, learning and assessment is good

Children are busy and active throughout the day. Staff continually engage children in good-quality learning opportunities. Equally, children enjoy playing independently. This gives them an opportunity to develop their imagination and social skills, overall. Children enjoy exploring and investigating. They carefully fill containers with water and stones. Older children work out how to make the containers float or sink. Staff support younger children to count the stones to help enhance their mathematical development. Children are confident communicators and eagerly share stories with staff about their home life. They pretend to prepare food and eat a meal together in the role-play area and enact familiar scenes from home. Staff talk to children about the food they eat and how to stay safe in the kitchen. Children readily access writing materials indoors and outside. Staff encourage older children to write their name. Younger children make marks and develop

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Personal development, behaviour and welfare are good

Children develop close and trusting relationships with staff. They are happy and settled in the pre-school. Staff support children to be independent. Older children are competent in self-care and follow good hygiene procedures. Younger children are familiar with routines and know that they must wear outdoor clothing that is suitable for the weather. They cooperate with staff when getting dressed. Outdoors, children engage in physical play. They climb steps and safely descend using a slide. Children have sociable mealtimes. They choose from healthy options at snack time. Staff are perceptive to children's changing needs and emotions. They use positive behaviour management techniques to resolve younger children's disputes. Older children play cooperatively together. They negotiate and share resources to keep play going.

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Outcomes for children are good

Children make consistently good rates of progress from their starting points. They are eager and active learners. They communicate well with others and develop good social skills. They readily seek out varied learning experiences to practise and extend their knowledge and understanding. Children gain important skills to ensure they are ready for the next stage in their learning, such as school.

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Setting details

Unique reference number 254110 Local authority Norfolk Inspection number 10064952 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 22 Number of children on roll 28 Name of registered person Hevingham Under 5's Association Committee

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reference number

Date of previous inspection 10 November 2015 Telephone number 01603 754988

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reference number

Hevingham Under 5's Association registered in 2008. The pre-school employs five members of childcare staff. Of these, four 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 9am until 3pm. 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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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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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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