Southgate Pre School

Southgate Pre School Hardwick Childrens Centre, Steward Road, BURY ST. EDMUNDS, Suffolk IP33 2PW

p.1

Inspection date 7 February 2019 Previous inspection date 23 March 2016

p.1

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

p.1

This provision is good

n Managers demonstrate a strong commitment to continuous improvement and working towards excellence in all areas. They have addressed the recommendations set at the last inspection. For example, they now give children notice of when activities need to change. This gives children time to complete activities to their own satisfaction and supports their enjoyment of the activities available. n Staff have established exceptionally friendly and trusting relationships with parents. Partnership working is a strength of this setting. Parents say that they appreciate the 'caring, friendly and lovely' staff. Parents are respected as their child's key educators and are encouraged to remain involved in their child's learning. n Management has established strong partnerships with the primary school that is on the same site. This helps to ensure that children are fully supported as they prepare for the next stage in their learning, such as moving into the Reception class.

p.1

This provision is good

n Staff observe children as they play. They use what they know about the children to plan interesting and stimulating activities that are rooted in their interests. Activities are designed to build on what children already know and promote their further progress towards the early learning goals. n Staff are exceptionally caring towards the children. Children develop highly secure emotional bonds with staff. They are happy, settled and enjoy their time in the setting. Children readily engage with staff to share their play experiences. n Younger children become restless and lose interest in whole-group activities. Staff do not always organise these well enough to support younger children to stay engaged, listen and concentrate. n Sometimes, staff do not give children enough time to respond to questions and express their own ideas.

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 adapt whole-group activities to ensure that younger children are able to be fully engaged n give children more time to think, respond to questions and explore their own ideas.

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 with staff at appropriate times throughout the inspection and completed a joint observation with the manager. n The inspector held a meeting with the provider and manager and also discussed self- evaluation. n The inspector looked at relevant documentation, such as evidence of the suitability of staff working in the setting, records of children's learning and a selection of policies and other records. n The inspector spoke to several parents during the inspection and took account of a written testimonial.

p.2

Effectiveness of leadership and management is good

Management and staff have high expectations for the provision. They reflect on the service provided and seek the views of parents when planning for improvement. Staff are enthusiastic and motivated. They work well as a team to meet children's individual care and learning needs. The manager monitors the learning and development requirements to ensure that children are making good progress. Gaps in children's learning are effectively identified and addressed. For example, the manager tracked groups of children and identified gaps in mathematical development. As a result, a member of staff attended training to look at how they can promote mathematics more successfully to support children's development in this area. Staff have regular opportunities for supervision and professional development. Safeguarding is effective. Staff are aware of the indicators of abuse and how to report concerns.

p.3

Quality of teaching, learning and assessment is good

Staff support children in purposeful play. The quality of teaching is consistently good and sometimes outstanding. Staff know when to step back and allow children to lead their own play and when to set new challenges. Staff provide a broad range of activities, both indoors and outside, that promote all areas of learning. Good attention to planning for outdoors helps ensure that those children who learn best from being outside can do so. Children benefit from interesting resources that promote their natural instincts to discover and explore. For example, they enjoy painting on the 'water wall' and explore how the wood darkens when it is wet. Staff promote children's speech and language skills effectively. They use signing, as well as the spoken word, to help support children's developing vocabulary.

p.3

Personal development, behaviour and welfare are good

Children come into the setting readily. Staff have a positive approach to diversity and support children to develop a positive sense of themselves. They help children to learn about the wider world beyond their own experiences. The member of staff responsible for supporting children with special educational needs and/or disabilities is knowledgeable, helping to ensure that they make the best possible progress. Children behave well and respond positively to the high expectations of staff. They understand the consistent rules and play well together. Children are helped to have regard for each other's needs and feelings. They understand the need to share and take turns.

p.3

Outcomes for children are good

Children make good progress from their starting points and develop the key skills needed for school. They are enthusiastic and motivated learners. For example, when a member of staff invites children into an activity about letters and sounds, children excitedly run across the playground to take part. Children understand that print carries meaning. Older children are beginning to write letters from their first name. Children are becoming independent in managing their own personal needs.

p.3

Setting details

Unique reference number EY415474 Local authority Suffolk Inspection number 10074581 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care Age range of children 2 - 4 Total number of places 30 Number of children on roll 60 Name of registered person Southgate Pre-school Committee

p.4

reference number

Date of previous inspection 23 March 2016 Telephone number 01284 703 181

p.4

reference number

Southgate Pre School registered in 2010. The setting employs seven members of childcare staff. Of these, all hold appropriate early years qualifications at levels 3 and 4. A volunteer works regularly in the pre-school. The setting opens from Monday to Friday during school term time. Sessions are from 8.45am until 11.45am and from 12.30pm until 3.30pm. An optional lunch club is offered from 11.45am until 12.30pm. The setting receives funding to provide free 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