Woolpit ARC

Inspection of Woolpit ARC Woolpit Childcare Centre Ltd, Woolpit CP School Heath Road, Woolpit Bury, St Edmunds Suffolk IP30 9RU

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children arrive happily and quickly settle, showing curiosity and eagerness to explore. Staff greet them warmly, follow their lead in play and sensitively join in. Children talk confidently to staff as they pour water using a wide range of everyday crockery. Staff help children to learn about capacity and volume. They give children clear explanations and introduce words that build children's vocabularies, such as 'overflow'.

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The provision is good

Children are relaxed and show good levels of engagement. They are confident to try new things. For instance, children are eager to use a pestle and mortar as they explore fresh and dried herbs and spices. Staff talk to children about the different aromas and encourage them to mark their preferences on a tick list. Children build good physical skills. They are active inside and outside, exploring sand and water. They learn how to throw bean bags to knock over skittles. Staff provide appropriate equipment to enable children to build good balance. For example, children can swing their bodies and, under staff supervision, hang upside down. This supports children's good physical development and helps them to gain self- confidence.

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The provision is good

Children become engrossed in their explorations and play, showing good concentration. They demonstrate that they feel safe and secure. For instance, they are confident to seek help and reassurance when they accidentally bump heads.

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need to do better?

n Teaching is consistently good, and some is outstanding. Staff understand how children learn. They plan a wide range of interesting and stimulating activities that ignite children's curiosity and build on children's interests. For instance, staff provide children with meaningful experiences to explore their sense of smell, building on children's recent interest in a story they have enjoyed. n Staff follow children's lead in play, aiming to 'build on the awe and wonder children see in the world'. They ask questions and introduce new words to help children build good vocabularies. Children hear lots of mathematical language as they play. For example, staff talk about circles and squares in the environment and children count how many plates they need at snack time. n Staff know children well. They observe children as they play and regularly assess the progress they make in their learning and development. Staff continually plan

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need to do better?

to build on what children know. They help children gain the skills and knowledge they need to support the next stage in their learning. n Leaders are very reflective in practice. They have a clear ethos, which is shared by the staff team, to provide children with stimulating opportunities that build on children's experiences and inspire awe and wonder. Leaders have an accurate

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need to do better?

27 September 2019 view of the setting's strengths and areas for development. All staff are enthusiastic in their roles and deeply committed to the children and the setting. n Staff benefit from regular supervision meetings with leaders that help them to reflect and develop their practice. Leaders encourage staff to use a range of methods to develop their knowledge and skills, including training courses, research and wider reading. n Leaders and staff share new knowledge they gain from training. For instance, staff have developed how they support children's physical development. This has helped children to gain confidence and improve their sense of balance. n Staff provide an inclusive environment where children learn about and respect their differences and similarities. Children learn about people and communities that are different to their own. For example, they explore the festivals of Holi and Diwali.

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need to do better?

n Children receive lots of praise and encouragement for their efforts and achievements. This helps them to build good levels of self-esteem. Staff help children to understand and talk about their feelings. Children show increasing self-control and empathy towards each other. n Staff work well in partnership with parents. They provide lots of information about children's progress. However, staff do not share ideas with parents about how they may support children's ongoing learning at home, particularly to help children develop a love of reading.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff receive regular training and updates about safeguarding and wider child protection issues. They demonstrate a clear understanding of the indicators of abuse and neglect, and how to report any concerns they may have about children in their care. Leaders follow robust recruitment processes that help to assure the suitability of adults working with children. Staff supervise children well and ensure that the premises are safe and secure.

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should:

n enhance partnership working with parents further to share ideas that help them to support their child's ongoing learning at home.

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Setting details

Unique reference number EY359649 Local authority Suffolk Inspection number 10073978 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 to 10 Total number of places 26 Number of children on roll 60 Name of registered person Woolpit Childcare Centre Ltd

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reference number

Telephone number 0777 278 7842 Date of previous inspection 28 January 2016

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Information about this early years setting

Woolpit ARC registered in 2007. The setting employs six members of childcare staff, all of whom hold appropriate early years qualifications at level 3 or above. The setting opens Monday to Friday, all year round, from 8am to 6pm. Pre-school sessions are from 9am until 3pm. The setting offers before- and after-school care and holiday clubs for children aged up to 11 years. It provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector had a tour of the premises with the manager and discussed how the curriculum is organised. n The inspector spoke with staff and children at appropriate times during the inspection. n A joint observation was completed with the pre-school manager. n The inspector held a meeting with the nominated individual and the manager. She looked at relevant documentation and evidence of the suitability of the company directors and staff working in the pre-school. n A number of parents spoke to the inspector and their views were taken into account.

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Inspection activities

We carried out this inspection 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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Inspection activities

27 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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