Mendlesham Pre-school

Mendlesham Pre-school Small Hall, Community Centre, Old Station Road, Mendlesham, Stowmarket, Suffolk IP14 5RT

p.1

Inspection date 1 May 2019 Previous inspection date 8 June 2016

p.1

3

Effectiveness of leadership and management Requires improvement

p.1

3

Quality of teaching, learning and assessment Requires improvement

p.1

3

Personal development, behaviour and welfare Requires improvement

p.1

3

Outcomes for children Requires improvement

p.1

This is a provision that requires improvement

n Staff do not have high enough expectations of what children can achieve. They do not ensure that their interactions with children are of a consistently good quality to challenge their learning. This hinders children's good progress in their development. n Staff do not promote children's good health well enough in order to reduce the risks of cross-infection. n Staff do not have regular enough opportunities to discuss their performance with management for it to be a fully effective aid to monitoring, improving and supporting their practice. n Staff do not always encourage younger children's attempts at experimenting with sounds and words.

p.1

It has the following strengths

n The manager has taken some steps to address the recommendations set at the last inspection. For example, staff have occasional opportunities to observe each other's practice as part of working towards improving the quality of teaching. n Staff build friendly and trusting partnerships with parents. Parents are kept informed about their children's day and how well their children are learning and developing. n Staff know the children and their families well. Staff talk confidently about what children like to do and their interests. n Children are happy and settled. They feel safe and secure in their relationships with staff. Children develop close emotional attachments, confidently seeking out staff for a cuddle or to share in their play.

p.1

What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date improve the quality of teaching to provide children with sufficient challenge and motivation to learn and guide the development of their capabilities 31/07/2019

p.2

What the setting needs to do to improve further

reduce the risks of cross-infection to promote children's good health at all times 31/05/2019

p.2

What the setting needs to do to improve further

strengthen the arrangements for the supervision of all staff in order to manage their performance more effectively. 31/05/2019

p.2

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 make the most of all opportunities to encourage younger children to experiment more freely with sounds and words.

p.2

What the setting needs to do to improve further

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 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 A small number of parents were spoken to during the inspection.

p.2

Effectiveness of leadership and management requires improvement

Although staff informally chat together as they set up and pack away each day, they do not have enough opportunity to meet with management to discuss their performance. Staff complete mandatory training, such as child protection. They understand their responsibilities to protect the welfare of children. They are aware of the indicators of abuse and know how to report concerns. Safeguarding is effective. Parents speak highly of the staff, describing them as caring and friendly. They appreciate the support staff give them with child-rearing practices, such as potty training. The manager and staff have established strong partnerships with the adjoining primary school. This helps to ensure that children are supported as they prepare for the next stage in their learning, such as moving into the Reception class. The manager does identify some areas for development to improve the provision for children's play and learning.

p.3

Quality of teaching, learning and assessment requires improvement

Staff do not pay attention to how children engage in activities and do not take opportunities to extend their learning. For example, when a child is ringing a cow bell, staff suggest she puts it away until later. Children are not encouraged to compare the instrument to other musical instruments that are available to them, listen to the sounds they make or use them purposefully. Staff chat to older children and engage them in conversation. However, they do not always encourage the speech and language development of younger children, particularly when they rely on a dummy for comfort. Despite this, staff do observe children as they play and evaluate their observations. They are aware of where children are in their learning and their next steps. Children enjoy developing their physical skills in the enclosed garden.

p.3

Personal development, behaviour and welfare require improvement

Staff do not promote children's good health well enough. For example, the sandpits in the garden are not covered. Consequently, the sand is dirty and contains insects and weeds. Each child has a named person to take responsibility for ensuring that their care and learning needs are met. Key persons build friendly and trusting relationships with parents and children. Children's move from home to the pre-school is managed well. Settling-in procedures are tailored to the individual needs of each child and their family. Children play well together. They initiate interactions with each other and cooperate in their games. Staff praise and value children's individual efforts. Children manage their own personal needs relevant to their age.

p.3

Outcomes for children require improvement

Weaknesses in the quality of teaching impact on the progress children make in their learning and development. Despite this, they do develop the basic skills needed to be ready for school. Staff monitor children's learning. Any gaps are identified and managed. Children develop confidence and choose what they want to play with. They can lead their own play. Children listen and concentrate when staff read stories to them.

p.3

Setting details

Unique reference number 508616 Local authority Suffolk Inspection number 10072962 Type of provision Childcare on non-domestic premises

p.4

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 26 Number of children on roll 19 Name of registered person Mendlesham Pre-School Committee

p.4

reference number

Date of previous inspection 8 June 2016 Telephone number 01449 766041

p.4

reference number

Mendlesham Pre-school opened in the 1970s and registered in 1990. The pre-school employs four members of childcare staff. Of these, three hold appropriate early years qualifications at level 3 and above. The pre-school opens from Monday to Friday during school term time. Sessions are available from 8.30am until 4pm. The pre-school 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