Leigh Road Baptist Church Pre-School

Leigh Road Baptist Church Pre-School Marguerite Drive, Leigh-On-Sea SS9 1NN

p.1

Inspection date 5 June 2019 Previous inspection date Not applicable

p.1

This inspection: Good 2

Previous inspection: Not applicable 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 new manager has developed a range of action plans and made changes that focus on improving practice. For example, she reorganised the session and has seen a decrease in minor accidents occurring during transition times. n The inviting outdoor area provides a stimulating learning environment for children. They soon become engaged with the interesting resources set up to spark their interests. For example, children are thoroughly engrossed in filling and emptying toy trucks with earth. They experiment by rolling cars and balls down long cardboard tubes and drainpipes and watch excitedly to see how far they can travel. n Teaching is consistently strong. Staff instinctively know when to interact with children to support and extend their learning. For instance, children intently study a bee collecting pollen. This leads to a discussion about honey and where bees live. A member of staff provides a leaflet about minibeasts to help them continue to identify

p.1

This provision is good

other insects in the garden. n Mathematics is threaded through the routine activities to support children's deeper understanding of numbers and counting. Children count the number of jumps on the trampoline and ensure there are enough chairs for all the children to sit down. n Children are supported to be emotionally ready for their move to a new school. Staff accompany children to transition sessions at the local school and they enthusiastically recall their experiences when they arrive back at pre-school. n Tracking systems do not consistently provide precise enough detail to easily identify the progress individual children are making. n The manager has not embedded systems to encourage parents to share their views, to support them to be fully involved in evaluating the provision.

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 strengthen the tracking of different groups of children and evaluate their progress further, in order to close any gaps in learning more quickly and enhance the outcomes for children even more n develop ways to involve parents in sharing their feedback, to support the evaluation of the service being provided.

p.2

What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities, indoors and outside, and assessed the impact this has on children's learning. n The inspector completed a joint observation with the manager. n The inspector held a meeting with the manager. She looked at relevant documentation, including staff qualifications and documents relating to ongoing staff suitability. The inspector viewed a sample of policies and procedures, including the safeguarding policy. n The inspector spoke to some parents during the inspection and also took account of their written views. n The inspector spoke to staff and children during the inspection.

p.2

Effectiveness of leadership and management is good

Staff are well supported through an established programme of supervisions. The manager works alongside the team and continually monitors practice. Strong partnerships with other agencies support children with special educational needs and/or disabilities (SEND) very effectively. The special educational needs coordinator works closely with other professionals and welcomes them into the setting to provide a consistent approach to children's care and learning. Additional funding is used well to provide resources that help to address gaps in children's development. Parents describe the staff team as 'very supportive'. They appreciate receiving termly reports and have regular chats with their key person about their child's progress. Safeguarding is effective. Staff have a good understanding of safeguarding procedures to protect children and how to report any allegations against staff.

p.3

Quality of teaching, learning and assessment is good

Staff know the children very well and talk knowledgeably about their interests and achievements. Key persons link with staff from other settings the children attend. They share relevant information and ensure that children's next steps for learning are consistent. Children are confident learners and are motivated to try out new ways of doing things. For example, they listen to the different sounds they can make when they shout through cardboard tubes and decide to dig a hole in the ground to bury the pipes. Children are fascinated to see what happens when they mix chalk and water on the ground and invent a 'tasty' mud pie with toppings of pine cones and weeds.

p.3

Personal development, behaviour and welfare are good

Children enter the pre-school happily and settle quickly. They are kind to each other and offer to share their dough so they all have the same amount. Children understand the pre-school rules. They respond to the sound of a tambourine and wait quietly to hear their next instruction, such as to start tidying up. They learn how to keep themselves safe and know, for example, they must close the net on the trampoline before jumping. Staff ask children to vote to choose a snack-time vegetable and they understand that fruit and vegetables keep them healthy. They have many opportunities to practise physical skills. Children independently pour milk from a jug and move freely in the spacious outdoors. They have fun throwing bean bags into buckets, playing football with enthusiastic staff members and balancing carefully on stepping stones. Children also choose to sit quietly on a comfortable bench shaded by the branches of a large tree.

p.3

Outcomes for children are good

All children, including those with SEND, make good progress from their starting points and develop skills to prepare them for their move to school. Children competently solve problems when, for example, they attempt to connect cardboard tubes to make an extra-long tunnel. They learn to appreciate nature. They look closely at the bumpy bark of a tree, plant tomato cuttings and explore the properties of ice. Children expand their vocabulary. They look in the mirror and draw their faces, using new words such as 'pupil' and 'frizzy'. They 'read' their favourite stories and understand the structure of a book when they close it firmly and clearly pronounce, 'The End'.

p.3

Setting details

Unique reference number EY545406 Local authority Southend-on-Sea Inspection number 10105020 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 28 Number of children on roll 58 Name of registered person Leigh Road Baptist Church CIO

p.4

reference number

Date of previous inspection Not applicable Telephone number 01702478698

p.4

reference number

Leigh Road Baptist Church Pre-School registered in 2017. The pre-school employs 10 members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3. The pre-school opens term time only. Sessions are from 9am to 4pm on Monday to Thursday and from 9am to midday on a Friday. 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