Claydon Pre-School

Claydon Pre-School Recreation Ground, Thornhill Road, Claydon, IPSWICH IP6 0DZ

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Inspection date 29 January 2019 Previous inspection date 17 June 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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This provision is good

n The pre-school's management team is effective in driving improvement. Good progress has been made since the last inspection to address the recommendation raised. The management team now monitors the progress of different groups of children to ensure that any gaps in learning are identified and addressed. n Staff are enthusiastic and motivated. They work very well as a team to meet children's individual care and learning needs. Staff demonstrate a strong commitment to achieving excellence in all areas. They reflect well on how activities meet children's individual needs. n Staff plan and deliver an interesting and varied range of activities to support all areas of children's learning. Staff help children to make good progress in their learning and development. n Staff pay good attention to planning for outdoors. This helps to ensure that those children who learn best from being outside can do so. n Staff provide a welcoming learning environment in which children are secure and

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This provision is good

confident to express themselves. Children are happy and settled. They build close emotional attachments to the caring staff. n The management team does not ensure that all parents are able to access records of their children's learning, as part of keeping them informed about their children's progress. n Sometimes, children become restless and quickly lose interest during routine, whole- group activities. Staff do not organise these well enough to support children to listen and concentrate.

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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 explore further ways to share information with all parents about their children's learning, to encourage them to remain involved and continue to share what they know about their child n improve the organisation of routine times to support children during group activities to listen attentively and concentrate.

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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 had on children's learning. n The inspector spoke with staff at appropriate times throughout the inspection and completed a joint observation with the provider/manager. n The inspector held a meeting with the provider/manager and also discussed self- evaluation. n The inspector looked at relevant documentation, such as evidence of the suitability of staff working in the pre-school, records of children's learning and a selection of policies and other records. n The inspector spoke to a small number of parents during the inspection.

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Effectiveness of leadership and management is good

The management team evaluates the provision to contribute to the drive for excellence in all areas. An action plan for improvement is in place to bring about continuous improvement to the quality of care, teaching and learning. Staff have regular opportunities for supervision to monitor their performance and foster a culture of mutual support. All staff's professional development is well supported. Staff implement what they have learnt to promote better outcomes for children. Safeguarding is effective. Staff have a good awareness of the indicators of abuse and know how to report concerns. They have established good partnerships with others who provide care and learning for the children. This helps to ensure that any concerns about children's care or learning can be quickly identified and managed.

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Quality of teaching, learning and assessment is good

Staff know the children well. They know where children are in their learning and what they need to do to support their continuing progress. The quality of teaching is good, overall. Staff support children in purposeful play. Children enjoy exploring musical instruments and the sounds they make. Staff demonstrate how to play them and then encourage children to do it for themselves. Staff support children's speech and language development effectively. They use signing as well as the spoken word to support children's developing vocabulary. Children are invited into small-group activities to help develop their communication skills. They enjoy their time in these short sessions. The member of staff responsible for supporting children with special educational needs and/or disabilities is knowledgeable about her role, helping to ensure that children make the best possible progress.

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Personal development, behaviour and welfare are good

Each child has a named person to take responsibility for their daily well-being and plan for their learning and development. In the absence of the key person there is another named adult to ensure that children's care and learning continues to be tailored to their individual needs. Children are invited to settling-in sessions before they start in the pre- school. Staff also visit the children in their own homes, where children can get to know them in a familiar environment. Parents report that they appreciate the friendly and approachable staff. Children respond positively to the high expectations of staff. Staff talk to children in a calm, respectful manner, gently reminding them about the need to share and take turns. Children consider the opinions of others, such as voting for which story they want to hear.

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Outcomes for children are good

All children make good progress from their starting points. They are well prepared for future learning, such as moving on to school or nursery. Children manage their own personal hygiene relevant to their age. They are encouraged in self-care skills, such as putting on their coat before going outdoors. Children count spontaneously as they play. Some children recognise written numerals and letters from their first name.

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Setting details

Unique reference number EY419077 Local authority Suffolk Inspection number 10071317 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care Age range of children 2 - 4 Total number of places 28 Number of children on roll 62 Name of registered person Claydon Pre-School Committee

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reference number

Date of previous inspection 17 June 2015 Telephone number 01473 831648

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reference number

Claydon Pre-School registered in 2010. The pre-school employs nine members of childcare staff. Of these, all hold appropriate early years qualifications at level 3 or above. The pre- school opens from Monday to Friday for 50 weeks of the year. It is closed on all bank holidays and a week at Christmas. Sessions are from 8am to 4pm. The pre-school receives funding to provide free early education for two-, three and four-year-olds 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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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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