Tillingham Pre-School

Inspection of Tillingham Pre-School Tillingham Village Hall, Vicarage Lane, Tillingham, Essex CM0 7TW

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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 and settle quickly in the calm and welcoming environment staff create at the pre-school. Children are familiar with the daily routines and follow them well. For example, at the start of the day, they sit together and confidently say good morning to each other and staff. Children form secure relationships with staff and are keen to engage in conversation with them. This helps them to feel emotionally safe and secure. Children's behaviour is good. They happily take turns and share the resources. Children are polite and staff encourage good manners.

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The provision is good

Children have regular opportunities to be physically active. Every morning, children and staff enjoy completing 'the daily mile' in the nearby field. Staff enthusiastically run with children and praise them as they persevere to finish. In addition, children have free access to play in the secure garden. They show good physical skills and coordination as they use spades to dig the sand and pour it into the play trucks.

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The provision is good

Children benefit from a large range of play resources and activities, inside and outside. The high staff ratios mean that children are supported well as they play and learn. Children are confident to make their own play choices and show high levels of engagement.

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need to do better?

n Children develop a good understanding of how to keep themselves safe. For example, before they cross the road, they know they must 'stop, look, listen and think'. In addition, they help staff to complete the daily risk assessment of the garden. n Staff provide activities to develop children's thinking and support their imagination. For example, children follow a list of simple instructions to make play dough. They experiment by adding different spices, colouring and glitter. Children show curiosity and talk about the changes to the dough. n Children's independence is encouraged at all times. For example, at snack time, staff encourage children to pour their own drinks, use knives safely to cut fruit and wash the cups and plates afterwards. Children persevere as they put on their coats, shoes and wellington boots independently. n A variety of resources are available to support children to develop their mark

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need to do better?

making skills. For instance, they excitedly use brushes to paint water patterns on the garden fence. n Staff plan activities to support children's early mathematical development. As a result, children are developing an understanding of numbers and counting. However, at times, staff do not make full use of opportunities to promote children's mathematical development even further as they engage in play. n Children enjoy daily story time sessions. They listen attentively as staff read

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need to do better?

25 February 2020 from a range of books. Children clearly enjoy joining in with songs and rhymes. They sit with their partners and enthusiastically pretend to 'row their boats' and excitedly jump up and down as they pretend to be scarecrows. This helps to develop children's language and early literacy skills. n Parents queue up to share their praise of the pre-school. They value the 'hard work, dedication and enthusiasm of all staff'. They comment that staff 'encourage children to be independent and teach them life skills'. n Information about children's interests and development is obtained before they start. Staff continue to assess children to track their progress. However, on occasions, they do not always identify each child's next steps in learning precisely enough, to help them make the best possible progress. n Children are supported very well as they transition to school. The manager has established strong links with staff at the local school. Children have regular

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need to do better?

opportunities to visit the school and older children have lunch there every week. Children practise dressing in school sports kits and engage in physical education activities. n The manager is highly evaluative and has a clear vision for the provision. She continually reflects on the quality of children's experiences. The staff team evaluate the effectiveness of activities and play opportunities. They consider any improvements to promote further curiosity and wonder as children play and learn.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff team demonstrate a secure understanding of their roles and responsibilities to keep children safe from harm. They are aware of the possible signs that might indicate children are at risk of harm. The staff team know how to report any concerns they may have about children in their care. The manager understands the procedures to deal appropriately with any allegations or concerns about those working with children. Discussions around safeguarding, at staff meetings and during supervision sessions, support the manager to ensure the continued effectiveness of staff's safeguarding knowledge.

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should:

n support staff to identify each child's next steps in learning more precisely, to help them make the best possible progress n extend the opportunities to promote children's mathematical development even further.

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Setting details

Unique reference number 203701 Local authority Essex Inspection number 10062906 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 26 Number of children on roll 39

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Name of registered person

Tillingham Pre-School Playgroup Association Committee

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reference number

Telephone number 01621 778803 Date of previous inspection 6 November 2015

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Information about this early years setting

Tillingham Pre-School registered in 1963. The pre-school employs seven members of childcare staff. Of these, six hold appropriate early years qualifications at level 2 or above. The pre-school opens from 9am until 12 noon on Tuesdays and Wednesdays, from 9am until 12.55pm on Thursdays, and 9am until 3pm on Mondays and Fridays. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector checked a sample of documentation, including evidence of staff suitability and training. n The inspector observed staff's interactions with the children inside and outside. n The inspector spoke to staff and children at appropriate times during the inspection. n The inspector spoke to parents and collated their written testimonials. Their views were taken into account as part of the inspection. n The manager and inspector took part in a joint observation and evaluated it together afterwards.

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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

25 February 2020 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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