Cavendish Pre-school

Cavendish Pre-school Jubilee Room Memorial Hall, Melford Road, Cavendish, Sudbury, Suffolk CO10 8AD

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Inspection date 31 January 2019 Previous inspection date 3 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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This provision is good

n The pre-school is led and managed effectively. The manager is passionate about her role in leading the pre-school. She works closely with staff and the committee to continually identify ways to improve. n Children experience interesting and enjoyable learning opportunities. All children, including those with special educational needs and/or disabilities, develop well. n Staff build trusting relationships with parents and carers, and work with other professionals to meet the needs of children. This makes a significant difference in helping children to develop into confident and capable learners. n Children are given good emotional support through affectionate bonds with caring and attentive staff, to support children to settle well and feel emotionally secure in their care. n Partnerships with parents are good. Staff involve parents in discussions about the use and benefits of additional funding, such as early years pupil premium funding, on

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This provision is good

children's outcomes. n On occasions, staff do not make the best use of precise assessment in order to swiftly close any gaps and extend children's learning even further. n At times, staff do not identify opportunities to extend their lines of questioning to challenge children's thinking further, or provide children with enough time to respond to the questions they ask.

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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 the assessments of children to more promptly target any gaps in learning and precisely support next steps in children's progress n strengthen the use of questioning and provide children with enough time to respond to the questions asked.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and learning during activities in the main playroom and the outside learning environment, and assessed the impact this has on children's learning. n The inspector conducted a joint observation with the manager and looked at children's assessments and planning documentation. n The inspector held discussions with the chairperson of the committee and the manager. n The inspector spoke with children and staff throughout the inspection, when appropriate. n The inspector checked evidence of suitability and qualifications of staff, the provider's evidence of self-evaluation, and a range of other documentation. n The inspector took account of the views of parents and carers spoken to during the inspection.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff have a good understanding of their roles and responsibilities to protect children. All staff complete safeguarding and first-aid training. They know the procedures to follow if they have concerns about a child's welfare. The manager supports staff to continue to build on their knowledge, understanding and skills. Self-evaluation is good, and the manager takes account of the views of staff and parents to support improvement. The manager makes good use of additional funding to support all children to make good progress. Parents and carers speak highly of the setting. They comment positively about how their children are developing their independence to support the next stage of their learning.

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Quality of teaching, learning and assessment is good

Staff work in partnership with parents and carers to gather information about children's needs and interests to support their future learning and development. Staff develop children's understanding through interesting and imaginative activities that promote their learning. Children are enthused to try different experiences, with staff joining in readily and encouraging them to have a go. For example, children develop their small muscle skills as they experiment with ice in the water tray, and use different utensils to make play-dough cakes. Staff inspire children to make purposeful marks and help children to copy and form letters. They support them to develop their literacy skills as they sound out letters. Staff encourage children to use chalks in the outdoor environment to experiment with symbols that represent numbers in order to help develop their counting skills.

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Personal development, behaviour and welfare are good

Staff are warm and caring, and develop nurturing relationships with children. They work closely with parents to help ensure children are emotionally secure, confident and settle well. Staff support children to develop choice and independence in their play through a range of varied activities. Staff encourage children's health and well-being effectively. Children develop good physical skills using a variety of equipment outside. Children listen carefully, follow instructions and learn how to share and take turns. Staff are positive role models and regularly offer praise and encouragement, which supports children to behave well.

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Outcomes for children are good

Children, including those that require extra support, progress well in their learning. They develop good social skills, make friendships with their peers and consider the needs of others. Children are enthusiastic and motivated learners who enjoy learning new skills and consolidating what they already know. They develop their independence and a sense of responsibility through roles, such as the 'snack helper'. They gain a good range of skills in readiness for their next stage of learning.

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Setting details

Unique reference number 251441 Local authority Suffolk Inspection number 10066153 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 2 - 4 Total number of places 17 Number of children on roll 26 Name of registered person Cavendish Playgroup Committee

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reference number

Date of previous inspection 3 November 2015 Telephone number 07766630887

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reference number

Cavendish Pre-school registered in 1992 and is located in Sudbury, Suffolk. The pre-school employs four members of childcare staff who all hold appropriate early years qualifications at level 3 or above. The pre-school opens from Monday to Friday during term time. Sessions are from 8.30am until 3pm. 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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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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