Up, Up and Away Pre-School

Up, Up and Away Pre- School Houlton Hall, South Street, Great Waltham, CHELMSFORD CM3 1DF

p.1

Inspection date 4 June 2019 Previous inspection date 2 February 2015

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 The manager and staff are well qualified, experienced and ambitious. They work well as a team and strive to continually develop their practice. The manager has clear ongoing plans in place and thinks carefully about how to prioritise improvements to support the best outcomes for children. n The manager and staff have developed effective partnerships with local schools. Children moving on to school look forward to visits to their new classes. This helps build their confidence, as they become familiar with teachers, the school environment and routines. n Children choose to spend the majority of their time outdoors. They have many wonderful opportunities to be active and to explore the natural environment. Children talk about the effect exercise has on their bodies. For example, they describe their legs as 'heavy' when they pedal tricycles up a slope. n Staff provide children with many opportunities to explore. Children become absorbed

p.1

This provision is good

as they experiment, such as when using a variety of materials to make potions. They explain their thinking, using a wide vocabulary, and develop good communication and language skills. n Staff sometimes miss opportunities to provide additional challenge to the most able children to support them to make even better progress in their learning. n Staff do not consistently track children's overall learning as accurately as they could, in order to help them precisely plan for children's next steps across all areas of development.

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 extend activities to provide more challenge to help children make the best possible progress in their learning n strengthen the systems for tracking of children's progress to help plan for their next steps across all areas of learning more accurately.

p.2

What the setting needs to do to improve further

n The inspector observed the staff's teaching and their interactions with children both indoors and outdoors. n The inspector observed an adult-led activity with the manager and held a discussion with her about staff's teaching and children's learning. n The inspector discussed the progress children are making with staff and looked at some children's assessment records. n The inspector held a meeting with the manager and looked at a sample of paperwork, including staff qualifications, suitability checks and safeguarding policies and procedures. n The inspector spoke to a number of parents and took account of their views.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The manager and staff have a good understanding of possible indicators that a child is at risk. They regularly undertake safeguarding training to help them extend their knowledge. All staff know the procedures to follow should they need to report any child protection concerns. Staff turnover is low, but when used recruitment and vetting procedures are robust, ensuring that staff are suitable to work with children. The manager is ambitious and passionate about developing her staff's knowledge and promoting their confidence and individual skills. She holds regular supervisory meetings with them and identifies ongoing professional development opportunities for each staff member. The relatively new management committee is supportive and plays an active part in leading and developing the pre-school.

p.3

Quality of teaching, learning and assessment is good

Staff gain good information from parents on what children can already do when they begin to attend the pre-school. They use this and their own initial observations of children's learning to quickly identify their starting points. Staff share children's next steps in learning with parents and with other settings they attend. This promotes continuity in children's development. Staff play alongside children and generally promote their learning effectively. They help children to develop their ability to solve simple problems. For example, when children are trying to remove an object from a bottle, staff encourage them to try different techniques. Children become absorbed as they experiment and are pleased when they succeed at the task. Staff provide many opportunities for children to develop early writing skills. For example, they provide books and pens in the role-play area and children use these to record appointments, as they

p.3

Personal development, behaviour and welfare are good

Staff set up a stimulating environment each day, making the best use of the space available to them. The key-person system is consistent and strong. Staff warmly greet their key children when they arrive at the pre-school. Children's behaviour is good; they play cooperatively, take turns and show respect for each other and for adults. Children show high levels of independence and develop good self-care skills. Staff encourage them to complete tasks for themselves, such as by self-registering and using the bathroom. Partnerships with parents are good. Parents speak very positively about the staff, stating they offer superb care for children. They say children show disappointment when it is not a day they attend, as they are so eager to play and learn.

p.3

Outcomes for children are good

Children are confident and demonstrate positive attitudes to their play and learning. They are gaining the key skills in readiness for school. Children use books well, such as to gain information about what bees might do when they go in a hole in the ground. Children enjoy colouring by number activities and show remarkably strong pencil control skills and good number recognition.

p.3

Setting details

Unique reference number EY433248 Local authority Essex Inspection number 10070323 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years 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 28 Name of registered person Up, Up and Away Pre-School-Great Waltham

p.4

reference number

Date of previous inspection 2 February 2015 Telephone number 07501313321

p.4

reference number

Up, Up and Away Pre-School registered in 2011 and is located in Great Waltham, Chelmsford. The pre-school employs nine members of childcare staff, all of whom hold appropriate early years qualifications at level 2 or above. The manager holds qualified teacher status. The pre-school opens on Monday, Tuesday, Thursday and Friday from 9am until 3pm. A breakfast club runs on Monday and Tuesday from 8am until 9am. The pre- school provides funded 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