Clarence House Godmanchester Pre School

Clarence House Godmanchester Pre School St Mary's Church Hall, Chadley Lane, Godmanchester, Cambridgeshire PE29 2AL

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Inspection date 27 June 2019 Previous inspection date 5 February 2015

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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 and staff are enthusiastic in their roles and ambitious to achieve a high- quality provision that helps children to achieve at the highest levels. They reflect on the views of staff, children and parents in planning for further improvements. n Staff work well in partnership with parents and establish a good two-way flow of information. This helps to provide children with consistency in their care and learning and significantly contributes to the good progress children make. n Staff establish effective links with other professionals to support children's specific needs and to help them through times of change. Staff work closely with Reception teachers and adapt their practice to help children gain the key skills they need to support the move to school. n Staff provide children with a stimulating and welcoming environment. They plan a wide range of activities that offer appropriate challenge and help children to make good

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This provision is good

progress. n The nominated individual has not provided Ofsted with details of the new manager as required. However, this does not have a significant impact on children's safety and well- being as suitability checks have been conducted. n Occasionally, during larger group activities, staff do not ensure that all children have enough interaction, particularly those who are quieter in a group. n Staff do not consistently promote children's emerging awareness and interest in size and measure.

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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 review the organisation of larger group activities to ensure all children have opportunities for consistent interaction from adults to fully support their learning n strengthen strategies for promoting children's awareness and interest in size and measure and for developing an appropriate mathematical vocabulary.

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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 has on children's learning. n The inspector spoke with staff and children during the inspection. n The inspector completed a joint observation with the pre-school manager. n The inspector held a meeting with the pre-school manager. She looked at relevant documentation and evidence of the suitability of staff working in the pre-school. n The inspector spoke to a number of parents during the inspection and took account of their views.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff attend regular safeguarding training and confidently fulfil their role to protect children from harm. They know what to do should they have any concerns about a child's welfare. The manager implements robust recruitment and induction processes that check the suitability of staff to work with children. Staff receive regular coaching, support and training to help them continue to develop their knowledge and skills. The manager reviews regularly the progress children make. This helps her to identify any emerging gaps in children's progress or in the provision. Staff use this information to plan effectively for children's specific learning needs. Parents are positive about the pre-school. They state that they feel well informed about their child's day, the progress they make and how they may support ongoing learning at home.

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Quality of teaching, learning and assessment is good

Staff are experienced and well qualified. They know children well and plan stimulating activities that inspire children's imaginations and support their emerging interests. Children are eager to explore and engage in purposeful play. For instance, they write on envelopes and re-enact posting invitations to their birthday parties. They confidently converse with staff about holiday destinations and how pre-school leavers will celebrate their graduation. Staff promote children's literacy skills well. They read stories expressively and children sing songs spontaneously as they play, recalling rhymes they have learned at the pre-school. Children explore how colours change as they paint outside. They squeeze and shape play dough, imaginatively making cakes for staff birthdays. Children make patterns using colour pegs, proudly sharing their design, and identify the letter 'l' in the design.

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Personal development, behaviour and welfare are good

The manager ensures staff are deployed effectively to help promote children's good health, safety and welfare. For instance, staff frequently talk to children about how to keep themselves and their friends safe. Staff remind children to walk inside and how to use scissors safely. They encourage children to take supervised, measured risks as they create a balancing game using recycled tyres and short lengths of wood. Staff ask questions that encourage children to work things out for themselves and develop their ideas. Children demonstrate good social skills and are consistently courteous towards each other. Staff help children learn about people and families that are different to their own and promote tolerance and understanding.

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Outcomes for children are good

All children make good progress given their starting points and capabilities. Children are active learners who confidently explore the environment. They learn to share and take turns, showing good cooperation with their peers. Children establish firm friendships and eagerly seek each other out to share their experiences. They listen to staff, showing good concentration, and follow instructions that help to keep the environment safe and tidy. Children develop independence in their self-care and hygiene routines. They make links between letters and the sounds they represent and confidently use their knowledge to identify words and names that start with 'the sound of the week'.

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Setting details

Unique reference number EY412686 Local authority Cambridgeshire Inspection number 10106398 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care Age range of children 3 - 4 Total number of places 42 Number of children on roll 57 Name of registered person Clarence House Day Nurseries Ltd

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reference number

Date of previous inspection 5 February 2015 Telephone number 01480 458638

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reference number

Clarence House Godmanchester Pre School registered in 2010. The pre-school employs nine members of childcare staff. Of these, seven hold appropriate early years qualifications at level 3. The nursery opens from Monday to Friday all year round except for bank holidays and one week at Christmas. Sessions are from 7.30am until 6.30pm. The nursery 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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