The Beeches Pre-School Annexe

Inspection of The Beeches Pre-School Annexe Forest Road Meeting Hall, Forest Road, Colchester, Essex CO4 3XG

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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 happy and confident. They part from their parents and carers with ease and join their friends. Children understand the pre-school boundaries and follow the routines well. For example, they know the importance of good handwashing, before sitting down with their friends to enjoy a nutritious snack of fresh fruit. Staff sit with the children and talk about what they have in their lunch box and what they have done during the morning. This supports children's social skills.

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The provision is good

Children are supported well to manage their own feelings. Staff give clear instructions and children know what is expected of them. Children's behaviour is extremely good. They receive consistent praise for their efforts, achievements and positive behaviours. Staff gently remind children about taking turns and sharing. Children are supported well to develop their independence skills. They pour their drink out during snack time, take themselves to the toilet and wash and dry their hands.

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The provision is good

Children enjoy activities outside to develop their physical skills. They play in the 'builder's yard' moving sand around using a wheelbarrow, run about, kick a ball and whizz down the slide. Through well-planned-out activities, children are given opportunities to explore their curiosity. They examine objects to see if they fit in a pot and identify changes that occur when adding food colouring to rice.

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need to do better?

n The manager and staff know children well and talk confidently about what they can do. Staff use children's interests to plan next steps in order to build on what children already know. They use observations and assessment effectively to monitor children's progress and address any gaps in their knowledge. Staff kept in touch with parents and children if they did not attend the pre-school during the COVID-19 (coronavirus) pandemic. They posted out activities for the children to complete at home with their parents, to help support their ongoing learning. n Staff give children the opportunities to develop their mathematical skills and gain the knowledge of shape, size and volume. For example, when counting out scoops of rice. n Staff ensure that children make good progress in their learning. The key persons know the children well and plan effectively for their next stages of development. Staff's knowledge of the children's abilities and interests enables them to

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need to do better?

implement a broad curriculum that gives children the skills they need to succeed. n Partnerships with parents are strong. Staff work closely with parents to help ensure they meet their children's needs. They take time to get to know the

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need to do better?

17 September 2021 children and their families. Staff find out about children's interests to help them provide opportunities that they know children will enjoy. Parents speak extremely highly of the manager and staff. They appreciate the efforts staff have made to maintain good communication, saying this is helpful to reassure them that their child is happy. n Staff extend children's experiences from home to enhance their learning. For example, they provide opportunities for children to dig and explore in the pre- school garden. To further extend this experience, children plant and grow vegetables, such as carrots and potatoes. This particularly supports children who have fewer opportunities outside of the pre-school to spend time outdoors. n Staff ask children questions and discuss what they are doing to help develop their speech and language. Children communicate well and learn to express their emotions. However, staff do not use everyday opportunities to broaden

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need to do better?

children's communication skills. This means that children are not consistently supported to develop new ideas and their understanding of vocabulary. n The dedicated manager and staff work effectively as a team. Staff report that they enjoy their work, and this helps them to provide a welcoming and happy environment for the children. This is evident throughout the pre-school and children demonstrate this through how settled and how engaged in the activities they are.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff demonstrate a good understanding of what to do if they have concern about children's welfare. They are able to identify the signs and symptoms that may indicate a child is at risk of harm and know how they follow appropriate procedures. Staff are confident to report their concerns about children or staff. This helps to promote children's safety and well-being. The provider follows safer recruitment procedures when new employing staff. This helps to ensure that staff are suitable for their roles. The provider ensures that staff attend relevant training to deepen their knowledge of safeguarding issues.

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should:

n support staff to enhance children's developing vocabulary.

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Setting details

Unique reference number EY559215 Local authority Essex Inspection number 10190177 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 23 Number of children on roll 23 Name of registered person Beecham, Elaine Joy

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reference number

Telephone number 01206 866615 Date of previous inspection Not applicable

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Information about this early years setting

The Beeches Pre-School Annexe registered in 2018. The pre-school employs five members of childcare staff, all of whom hold appropriate early years qualifications at level 2 and above. The pre-school opens from Monday to Friday during term time only. Sessions are from 9.15am to 3.30pm. 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 into account in their evaluation of the provider. n The manager and the inspector had a learning walk together and discussed how the curriculum is organised. n The inspector carried out a joint observation with the manager. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents spoke to the inspector about their children's experiences at the pre- school and the information staff share with them. n The inspector held a meeting with the owner and the manager. She looked at relevant documentation, such as evidence of the suitability of staff working in 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 September 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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