Clare Bears Community Pre-School Limited

Inspection of Clare Bears Community Pre-School Limited The Old School Community Centre, Callis Street, Sudbury, Suffolk CO10 8PX

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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 Not applicable

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The provision is good

Children are welcomed into the pre-school by friendly staff. Once inside, children quickly settle into their play where there is a rich variety of activities on offer. Staff know the children extremely well and help them make good progress from their starting points. They model language effectively, supporting children to develop good vocabulary and communication skills. Staff identify those children in need of extra language support and provide small-group activities for them.

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The provision is good

Children behave particularly well. They understand the pre-school rules and values. Staff support children to understand how to communicate their feelings to others. For example, when a child has their toy taken by another child, the member of staff helps them to resolve this by encouraging them to cooperate. Children are motivated to learn. They show positive attitudes as they curiously explore coloured spaghetti, making pretend food for the adults. Children demonstrate that they feel happy and confident around staff and visitors to the pre-school. During the COVID- 19 (coronavirus) pandemic, some children did not attend, while other children started at this pre-school. Staff provided parents with activity ideas to help them support their children's learning at home.

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need to do better?

n The managers accurately identify children who need additional support. Staff provide targeted group work to help narrow gaps in children's learning. They work closely with parents to share information on their children's next steps for learning. Parents report that they are extremely happy with their children's progress. n Staff have high expectations of all children. They know where children are in their learning and what they need to do to move them on. They help children understand the routines of the day. For example, staff let children know, using a tambourine, how much time they have left to finish their activity. n Parents are extremely well supported in this inclusive setting. They report that they are regularly updated and have a clear understanding of their child's progress. For example, staff use an outside photograph board to keep parents updated on the activities and snacks provided, as parents cannot currently enter

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need to do better?

the building because of restrictions in place due to the pandemic. n Children benefit from access to a small courtyard garden and enjoy exploring the local park. They frequently explore the local community. They visit allotments, to help them to understand where food comes from. Recently, children and staff attended a local book shop to choose reference books donated to them. n Older children delight in joining in with story time. They use props to help recreate the story and enthusiastically recall the next events. Children excitedly join in with key phrases from 'The Three Little Pigs' story. Most children

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need to do better?

17 June 2021 participate with the whole story. However, some younger children lose interest and become distracted as the story is too long. n The managers give high regard to the well-being of staff. Staff report feeling valued and say that they enjoy their work. They have regular individual support meetings to review their practice. The managers regularly observe the staff and offer feedback. This helps staff to reflect on their practice and identify improvements. n The managers ensure that children receive any additional funding that they are entitled to. Parents are kept informed of this. However, the managers do not seek parents' views on how the funding could be spent, to ensure that it is used to support their children's learning. n The managers have very clear aims for what they want children to learn. The curriculum is well implemented through planned, purposeful activities. This helps children to develop the skills and knowledge to be ready for the next stage of

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need to do better?

their learning, such as moving on to school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The managers have robust procedures in place to ensure that those working with children are suitable to do so. There are comprehensive checks of the suitability of staff. The managers and staff have a good knowledge and awareness of safeguarding measures. All staff complete safeguarding training before starting at the pre-school. Safeguarding policies are regularly reviewed and updated. There is an identified designated safeguarding lead to ensure that any concerns are appropriately reported.

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should:

n help staff to understand how to adapt activities to enable individual children to be appropriately supported in their learning n involve parents in deciding how additional funding for their child is spent.

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Setting details

Unique reference number EY554130 Local authority Suffolk Inspection number 10174654 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 24 Number of children on roll 30 Name of registered person Clare Bears Community Pre-School Limited

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reference number

Telephone number 01787277367 Date of previous inspection Not applicable

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Information about this early years setting

Clare Bears Community Pre-School Limited registered in 2018. The pre-school employs six members of childcare staff. Of these, one has qualified teacher status and four have early years qualifications at level 2 and above. The pre-school opens from Monday to Friday during term time. Sessions are from 8.30am until 3pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that in to account in her evaluation of the provider. n The inspector and the manager completed a tour of the pre-school to understand how the early years provision and the curriculum are organised. n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this had on children's learning. n The inspector spoke with staff at appropriate times throughout the inspection and completed a joint observation with one of the managers. n The inspector held a meeting with the two managers and also discussed self- evaluation. n The inspector looked at relevant documentation, such as evidence of the suitability of staff working in the pre-school, support plans and other records.

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Inspection activities

n The inspector spoke to a number of parents during the inspection and considered verbal and email feedback supplied by parents and children when evaluating the overall effectiveness of the pre-school.

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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

17 June 2021 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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