Worlingham Pre-School

Worlingham Pre-School Garden Lane, Worlingham, Beccles, Suffolk NR34 7SB

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Inspection date 7 March 2019 Previous inspection date 19 January 2016

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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 manager leads her staff to work well as a team. They implement the daily routines, policies and procedures of the pre-school effectively and act as positive role models for children. n Staff read books in an interactive way. They use props and involve children in telling the story. Staff encourage children to think about what might happen next. This helps to support children's understanding of sequences and builds their early literacy skills. n Children are independent. They fetch themselves tissues and blow their noses without help. Older children confidently put their shoes on the correct feet and dress themselves in waterproof suits to play outside. They know when and how to wash their hands. n Children demonstrate curiosity indoors and outdoors. They experiment with mud, explore what happens when they let go of a toy car at the top of the hill and experience the different textures of paint and bubbly water.

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This provision is good

n Children develop confidence in making marks. Older children learn to form letters and begin writing key words, such as their own name. They use small notebooks and pencils in their play. For example, children make lists to 'go shopping' and write signs. n Parents appreciate how staff support their children to settle and feel welcomed. They say they are kept informed about their child's progress and know how they can contribute to children's learning records. n Although the management team monitor children's progress and staff performance, they do not make incisive use of this information in order to help sharply evaluate the pre-school and focus their improvement plans. n Staff sometimes miss opportunities to explore mathematical concepts, for example distance or the properties of shapes, with children to extend their mathematical development further.

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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 sharply focus the systems for self-evaluation and development planning to include information gathered from monitoring children's progress and staff performance n increase the opportunities for children to explore and learn about mathematical concepts to extend their mathematical development further.

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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 held a number of discussions with the manager. She looked at relevant documentation and reviewed evidence of the suitability of all persons working on the premises. n The inspector completed a joint observation and evaluation of an activity with the manager. n The inspector spoke to children and staff at appropriate times during the inspection. n The inspector took account of the views of parents spoken to during the inspection.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. Staff understand their responsibilities to safeguard and protect children in their care. They know how to identify and report any concerns appropriately. The manager ensures staff keep mandatory training up to date as well as attending courses to support their practice. Staff build strong partnerships with parents. This helps to support children's learning between home and pre-school. For instance, staff provide each child with a book bag and set weekly home challenges where children find items starting with a particular letter or featuring a certain colour. The manager regularly considers feedback from parents and staff to identify changes she can make. For example, she introduced a set lunch to offer children a broad range of healthy foods that also met the food safety and allergy requirements of the whole pre-school.

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Quality of teaching, learning and assessment is good

Staff know children well and use regular observations to assess each child's level of development. They use this knowledge to provide interesting activities and sensitive support to promote children's progress in all areas of learning. Staff engage children in playing musical instruments and encourage them to request their favourite nursery rhymes. They explore fast, slow, loud and quiet sounds. This helps to develop children's language and communication skills. Staff prompt children to explore different pattern rollers in paint. Children use their whole arm to move the large rollers across paint trays and paper. Children understand how to use the drying rack to place their paintings to dry. Staff encourage children to listen to different sounds during a sound bingo game. They talk about the sounds of everyday objects, vehicles and instruments. This supports children's listening and thinking skills. Staff provide children with time to ask questions

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Personal development, behaviour and welfare are good

Children direct their own play and select which resources and toys they would like to play with next. For example, a small group of children choose a car garage and play a cooperative game where they race their cars from the top to the bottom. Children are well behaved and helpful. They tidy away equipment and resources, remembering where different objects belong. Staff praise their efforts and recognise their achievements. For instance, they note children's 'good answers and good listening' during group activities. Children understand the rules of pre-school. They know to walk indoors, use bicycles and trikes sensibly in the correct area and how to keep themselves safe on the climbing frame. Children use a diverse range of dolls to act out a story with their friends. They use different voices for each doll and explore emotions as they play. For example, the dolls 'lose' their pet dog and have to find it.

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Outcomes for children are good

Children make good progress and learn key skills for their next stage in learning, such as school. They are motivated learners who delight in exploring the wide variety of resources and joining in with the activities on offer. Children enjoy the company of others and build friendships. They learn to take turns and to play fairly.

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Setting details

Unique reference number EY432335 Local authority Suffolk Inspection number 10074877 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 30 Number of children on roll 48 Name of registered person Worlingham Pre-school Committee

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reference number

Date of previous inspection 19 January 2016 Telephone number 01502 712 115

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reference number

Worlingham Pre-school registered in 2011 and is run by a voluntary committee. The pre- school employs eight members of childcare staff. Of these, four hold appropriate early years qualifications at level 3 and three hold qualifications at level 4 or above. The pre- school opens Monday to Friday from 8.55am until 3.30pm, during term time only. It 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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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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