FlipFlops Pre-School

FlipFlops Pre-School Thomas Longley Hall, Lydd Road, Camber, RYE, East Sussex TN31 7RJ

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Inspection date 19 July 2019 Previous inspection date 5 February 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 Staff get to know children and their individual personalities well, and establish secure and trusting relationships with them. Children develop a good sense of belonging and positive levels of well-being and self-esteem. n Children are polite and behave well. They follow the rules and boundaries with confidence and know what is expected of them. n The manager and staff evaluate practice together effectively. They hold daily discussions to reflect on how well the activities motivated children. Staff use their findings to support their future activity plans. This helps them to keep children engaged in their learning experiences to support them to make good progress. n All staff are keen to build on their skills and knowledge even further. They attend regular training beneficial to their practice. For example, they have learned about the different ways to support children to develop their physical skills.

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This provision is good

n Children gain effective skills to support their future learning. They are independent, for example they choose their own play and find their own belongings with confidence. n Children have good opportunities to explore and investigate the natural world. For example, they enjoy regular bug hunts and planting activities. Children enjoy making bird feeders and enjoy watching the birds visit their garden. n Staff do not make the most out of ways to fully encourage parents to share their children's achievements from home and be more involved in their learning more extensively n Staff do not consistently support all children to develop even better listening and speaking skills 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 strengthen the already good partnerships with parents and encourage them to share their children's achievements and learning from home more extensively n extend children's communication skills and provide them with more time to think and then respond to effective and open-ended questions more consistently.

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What the setting needs to do to improve further

n The inspector observed the staff interacting with children and assessed the impact this has on children's learning. n The inspector viewed the indoor and outdoor environments. n The inspector looked at written documentation, including evidence of the suitability of staff working at the pre-school. n The inspector spoke to the manager, children, parents and staff, and considered their views.

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Effectiveness of leadership and management is good

The manager closely monitors the quality of care and teaching that staff provide for children. For example, she observes them interact with children daily and provides them with helpful advice to support their future performance. The manager and staff closely monitor and track the progress of individual and specific groups of children. This enables them to promptly identify any gaps in their development and provide good support to help children close them quickly. Staff use additional funding to meet children's individual learning needs well. For example, they have purchased resources to extend their interest and skills in physical play, such as gym equipment and balance ability bicycles. Safeguarding is effective. All staff have a good knowledge of the safeguarding procedures to follow to help protect children's safety and welfare. This includes knowing who to contact to seek advice, and to raise and follow up concerns. Staff teach children

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Effectiveness of leadership and management is good

how to be safe. For instance, they learn about the rules of how to cross the road safely.

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Quality of teaching, learning and assessment is good

Staff work closely with other early years professionals to help provide children with a consistent approach to their shared care and learning. For example, they regularly share helpful ideas and strategies with outside agencies, such as speech and language therapists. Staff effectively support children to prepare for their eventual move to school. For example, children write and recognise simple words, including their name, with confidence. Staff skilfully build on children's interests and ideas. For example, when children are fascinated by dinosaurs, they have visitors come and show them dinosaur fossils to bring their fantasies alive.

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Personal development, behaviour and welfare are good

Children develop good social skills. For example, they play happily together during group games, such as waiting patiently and taking turns in 'pass the parcel'. Children develop a good understanding of other people's similarities and differences. For example, they learn about traditions of other countries, making leek soup to celebrate Welsh St David's Day. There are positive opportunities for children to develop and challenge their physical skills. For example, they explore different ways to move as they build and negotiate obstacles, such as using balancing beams with confidence. They gain a good understanding of the importance of healthy lifestyles. For example, they independently follow good health and hygiene routines. Children enjoy baking their own healthy produce, for instance they visit the local farm to pick blackberries to make fruit crumble.

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Outcomes for children are good

All children make good progress in relation to their individual starting points. Children gain good skills to support their future learning. They are confident to freely express themselves and gain good creative skills. For example, they are keen to explore paint. They have good opportunities to develop their mathematical skills. For instance, they count with confidence as they play and enjoy measuring activities, such as comparing their heights with those of their friends on a height chart.

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Setting details

Unique reference number EY341937 Local authority East Sussex Inspection number 10062826 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 2 - 4 Total number of places 24 Number of children on roll 19 Name of registered person FlipFlops Pre-School Committee

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reference number

Date of previous inspection 5 February 2016 Telephone number 07749 857060

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reference number

FlipFlops Pre-School registered in 2006. It is located in a church hall in Camber, Kent. The pre-school is open Monday, Wednesday, Thursday and Friday from 9am to 3pm, term time only. It receives funding to provide free early education for children aged two, three and four years. The pre-school employs four members of staff, all of whom hold a relevant early years qualifications at level 2 or above.

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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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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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