Sporle Pre-School

Inspection of Sporle Pre-School Sporle V C First School, 82 The Street, Sporle, KING'S LYNN, Norfolk PE32 2DR

p.1

Overall effectiveness Good

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

p.1

The provision is good

Children demonstrate that they feel safe and secure in this friendly and welcoming pre-school. They come in eagerly and thoroughly enjoy their time here. Children are very keen to join in with the lovely range of activities that are provided, indoors and outdoors. Their behaviour is exemplary. Children are exceptionally kind and considerate to each other and this is expertly encouraged by staff. Children who feel less secure are sensitively helped to be aware of, and manage, their own feelings. Children confidently show that they understand the consistent ground rules, for example the need to walk when indoors.

p.2

The provision is good

Children benefit from meaningful teaching across the areas of learning. They have a very good attitude to learning and keep trying when things get difficult. For example, when a stone gets stuck in the cornflour and water 'gloop', children are encouraged to think about how to release it and to persevere in their efforts. Children chat to staff as they work, talking about their ideas. Staff respond positively. For example, they encourage children not to give up and they introduce new vocabulary such as 'sticky' and 'pipette'. Children's faces light up with delight when their efforts are successful.

p.2

need to do better?

n Staff lead by example and model their high expectations of children's behaviour when talking with them. They support children's emotional development exceptionally well. Children readily cooperate with each other and thoroughly enjoy their interactions with the staff. Those who struggle to settle into the pre- school are supported effectively. Staff put individual plans in place, tailored to children's specific needs, to help them feel confident to come in. n Children benefit from the high priority staff give to supporting their developing speech and language skills. Staff repeat back what children say so that they hear words and sentences pronounced correctly. Children enjoy songs and stories. For example, they enthusiastically act out a familiar story, and all children, even the youngest, have a part. n Staff have a good awareness of where each child is in their learning and what they need to do to support their continuing progress. Children are motivated and

p.2

need to do better?

enthusiastic learners. They develop the skills necessary to be ready for school. However, children are not given notice of when activities need to change. Some children are disappointed that they are not able to finish off what they are doing before moving on with the routines of the day. n The provider liaises with all schools that children will be moving on to. She strives to ensure that children get to meet their new teacher and that the teacher understands the uniqueness of each child. Children with special educational needs and/or disabilities are supported well.

p.2

need to do better?

1 July 2021 n Children thoroughly enjoy their play, both indoors and outdoors. Staff pay close attention to ensuring that children are able to access all areas of learning, whether they are playing inside or in the garden. This helps those children who learn best from being outside to be able to do so. n Parents are extremely happy with the service provided. They state that when the pre-school had to close because of COVID-19 (coronavirus), the staff 'didn't stop caring or helping'. They provided parents with hand-delivered home-learning resources as well as posting ideas online. Parents are incredibly grateful for the support they receive and the progress their children make. n Staff have a lovely relationship with each other and work very well as a team. Their performance is monitored and meaningful supervision meetings are put in place to support their practice and well-being. However, staff do not have many

p.2

need to do better?

opportunities to learn from each other, especially where they demonstrate outstanding practice. n Staff are enthusiastic about their professional development and bring what they have learned into the pre-school for the benefit of the children. For example, a member of staff completed training in children's yoga and well-being and has introduced this into the pre-school. Staff report that it has had a positive effect on promoting a calm atmosphere where children can learn.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The provider and staff have safeguarding at the heart of everything they do in the pre-school. They have a good understanding of their duty to protect children and are alert to indicators that children may be at risk. There is a designated safeguarding lead to take overall responsibility, but all staff complete lead practitioner training so that they all have as much information about child protection procedures as possible. The provider has effective recruitment procedures to ensure that those employed to work with the children are suitable to do so.

p.3

should:

n support children in completing self-chosen activities, giving them timely reminders of when the routines need to change n develop the opportunities available for staff to receive support and to share good practice and learn from their colleagues.

p.3

Setting details

Unique reference number EY431631 Local authority Norfolk Inspection number 10131489 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

p.4

inspection

Total number of places 24 Number of children on roll 39 Name of registered person Sporle Playgroup Committee

p.4

reference number

Telephone number 01760 720 866 Date of previous inspection 8 November 2019

p.4

Information about this early years setting

Sporle Pre-School registered in 2011. The pre-school employs seven members of childcare staff, all of whom hold appropriate early years qualifications at level 2 or above. The pre-school opens from Monday to Friday during school term time. Sessions are from 8.30am to 3pm. The pre-school receives funding to provide free early education for two-, three- and four-year-old children.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector and the provider completed a tour of the setting 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 the provider. n The inspector held a meeting with the provider and also discussed self- evaluation. n The inspector looked at relevant documentation, such as evidence of the suitability of staff working in the setting and a selection of policies and other records. n The inspector chatted with the children and took account of written testimonials

p.5

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.

p.5

Inspection activities

1 July 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6