Woodlands Pre-school

Woodlands Pre-school Lavenham Way, Stowmarket IP14 2BZ

p.1

Inspection date 9 November 2018 Previous inspection date Not applicable

p.1

This inspection: Good 2

Previous inspection: Not applicable 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

p.1

The provision is good

n Staff establish a very good understanding of children's specific needs. They link up successfully with parents, schools and many outside professionals to share in their expertise. This helps children who have special educational needs (SEN) and/or disabilities to benefit from carefully tailored teaching and specialist interventions. n There are particularly rich opportunities for children to strengthen their social skills. For example, they delight in interacting with others during regular visits to a local residential home for older people. n The manager and staff are very well supported by the management committee and moral is high. They demonstrate a strong commitment to driving the quality of the pre- school forward and often introduce new initiatives to enhance children's experiences. n The two-way flow of information shared with parents is very effective. There are regular opportunities for parents and grandparents to contribute information to

p.1

The provision is good

strengthen the assessments of their children's progress.

p.1

It is not yet outstanding because:

n Staff do not always make the most of opportunities to enrich children's awareness of different faiths and cultural events and practice. n The management team has not yet embedded sharply focused monitoring systems to help to fully analyse information about the progress made by different groups of children.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n enhance opportunities for children to broaden their awareness of different faiths and cultural events and practices n embed monitoring procedures to analyse more precisely any gaps in the progress of different groups of children, so that teaching can be targeted and children make as much progress as possible.

p.2

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 had on children's learning. n The inspector spoke to the staff and children at appropriate times throughout the inspection. n The inspector completed a joint observation with the pre-school manager. n The inspector held a meeting with the nominated individual and pre-school manager. She looked at relevant documentation, such as evidence of training and the suitability of staff. n The inspector spoke to parents and grandparents during the inspection and took account of their views.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. All staff and volunteers complete thorough checks to confirm their ongoing suitability to be in contact with children. The manager ensures all staff understand the policies and procedures to help guide their practice, such as dealing with, and reporting, accidents or concerns about children's welfare. Staff complete regular training and discuss safeguarding scenarios, which help them to understand how to report any concerns about the conduct of their colleagues. This helps to keep children safe. The well-qualified staff are deployed effectively throughout the session. They pay good attention to implementing the pre-school's recently reviewed procedures for supervising children during outings. Staff receive close mentoring and guidance from the manager, which helps to enhance their teaching skills.

p.3

Quality of teaching, learning and assessment is good

Staff effectively respond to children's spontaneous interests and plan successfully to build on these. This helps to ensure all children, including children who have SEN and/or disabilities are challenged and motivated to move forward in their learning. For example, when children show an interest in climbing, staff provide sturdy stepping stones with irregular surfaces to further extend children's physical skills. Staff listen carefully to children, model new words and explain their meaning during a fun rhyming game. This helps to promote children's good speaking skills and encourages them to be confident communicators. The well-resourced garden area is used to great effect to enhance the experiences of children who enjoy learning outdoors. For example, children enjoy discovering what happens when they roll conkers down a length of guttering pipe.

p.3

Personal development, behaviour and welfare are good

Staff provide purposeful opportunities for children to manage tasks for themselves. For example, they provide seating and space to make it easier for children to learn how to put on their wellington boots with increasing independence. Plenty of praise and encouragement helps to boost children's self-esteem and motivates them to have another go at mastering tricky tasks. Children often explore themes around healthy eating and keeping safe. For example, staff take time to speak to them about the origins of healthy food at snack time and remind them of the importance of sitting down while eating to avoid choking. Children's behaviour is very good. Staff are quick to offer clear explanations and guidance to help to reassure children if they become unsettled or frustrated.

p.3

Outcomes for children are good

Children, including those in receipt of early years pupil premium funding, make good progress from their starting points. They learn a wide range of skills that prepare them well for their future learning and eventual move to school. They learn how to recognise their own names in print to register for snack time and take care of hanging up their belongings. Children are active learners and become engrossed in activities and concentrate for extended periods of time. For example, groups of boys enjoy spending time exploring a tray filled with mud and talk together about mathematical concepts, such as adding more and less mud to their bowl.

p.3

Setting details

Unique reference number EY551643 Local authority Suffolk Inspection number 10080847 Type of provision Full day care

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childcare on non-domestic premises Age range of children 2 - 8 Total number of places 36 Number of children on roll 66 Name of registered person Woodlands Pre-School (Stowmarket) Committee

p.4

reference number

Date of previous inspection Not applicable Telephone number 01449614470

p.4

reference number

Woodlands Pre-school registered in 2017. The pre-school employs eight members of childcare staff. Of these, seven hold appropriate early years qualifications at level 2 or above. The pre-school also employs a midday supervisor assistant and cleaner. The pre- school opens Monday to Friday for 51 weeks of the year, except for bank holidays. Sessions are from 8am until 6pm. Out-of-school provision is also provided. These sessions operate from 8am until 9am and from 3pm until 6pm during term time, and from 8am to 6pm during school holidays. The pre-school provides funded early education for two-, three- and four-year-old children.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

reference number

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

reference number

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.5