Burnham Pre-School

Inspection of Burnham Pre-School Carnival Hall, Arcadia Road, Burnham-on-crouch, Essex CM0 8EF

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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 settle quickly at the pre-school. Children who speak English as an additional language progress well. They respond positively to pictures and photos which help them to learn the routine. They use Makaton signs to communicate their needs with staff. They use these signs at home as well. This provides children with consistency between the pre-school and home. Children become independent in managing tasks. For example, older children serve themselves pasta salad and drinks at snack time. Children enjoy singing their favourite songs and rhymes. The youngest children concentrate well as they sing and join in with actions. Older children sing songs as they wait for their snack. They all join in enthusiastically.

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The provision is good

Children use their imaginations as they play. The youngest children pretend to serve cakes to visiting adults. Older children pretend that they are going on a bus trip as they play outdoors. They demonstrate their understanding of safety. For example, they pretend to buckle up their seatbelts as they go on their 'journey'. Children link their own experiences to their play. For instance, they confidently speak to their friends about where they are pretending to go and ring the imaginary bell when it is their turn to get off.

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need to do better?

n Staff form strong relationships with families. Many of the families have previously had older children attend the pre-school. Staff get to know the children in their care well. They find out relevant information from parents before the children start. Staff use the information they gather effectively to plan meaningful activities. They know what children are interested in and they have access to an extensive range of resources. Staff ensure that they use these resources to help children focus and be fully engaged in their learning. n Staff responded swiftly to emerging gaps in children's learning as a result of the COVID-19 pandemic. They recently completed communication and language training. This helps them to support children's learning even more effectively. Staff use short, simple sentences with the youngest children. They repeat words back to children so that they can hear the words clearly. Staff encourage older

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need to do better?

children to talk about their own experiences. They hold discussions with children about who lives in their house with them and what features their house has. As a result of staff interactions, children develop their language skills more rapidly. n Children with special educational needs and/or disabilities receive appropriate support. Staff make adjustments to the provision on offer. For instance, they place activities on the floor so that children can feel more comfortable as they play. Staff share their expertise with parents. For example, they suggest that parents reduce the quantity of toys for children at home so that they do not feel overwhelmed. Staff work closely with other professionals to access appropriate

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need to do better?

2 February 2022 support and funding for children. They share information with other settings when it is time for the children to move on. This helps to make the transition for children easier. n The committed manager and staff team reflect on how they can improve the provision. They recognised that the outside learning environment was an area for development. The committee members helped to fundraise to make improvements. Staff engaged with the local community. For example, they spoke to police officers, who helped them to consider the safety of the new layout. As a result, children have a more inviting and secure space to play and learn outdoors. n Staff teach children how to hold tools for a purpose, such as holding colouring pens when they draw pictures. They gently encourage children to adjust their grip so that the marks children make are more accurate. However, staff do not always encourage the most able children to develop their early writing skills.

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need to do better?

Staff write children's names for them and label children's work without explaining what they have written. As a result, children sometimes lack understanding about what the words on their work represent or mean.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff complete regular safeguarding training. This helps them to identify the possible signs of a child being at risk of harm. Staff are aware of the process to follow if they have concerns about a colleague. They are confident to raise their concerns further if these are not dealt with appropriately. The manager attends safeguarding meetings with other professionals. She shares relevant information at these meetings to support children's well-being. The manager follows her robust recruitment process when new staff start. For instance, staff are not allowed to attend to children's personal needs until the appropriate checks have been completed.

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should:

n support all children to understand that the words staff write for them have meaning and extend opportunities for the most able children to develop their own writing skills.

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Setting details

Unique reference number 402278 Local authority Essex Inspection number 10072913 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

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inspection

Total number of places 52 Number of children on roll 31 Name of registered person Burnham Pre-School Committee

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reference number

Telephone number 01621784186 Date of previous inspection 12 February 2016

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Information about this early years setting

Burnham Pre-School opened in 1965. The pre-school employs seven members of childcare staff. Of these, five hold appropriate early years qualifications at level 3. The pre-school opens from Monday to Friday during school term time. The pre- school offers a variety of sessions between 9am and 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 pre-school 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 pre-school. n The inspector and the manager took part in a learning walk of the pre-school. They discussed the arrangements for the curriculum and considered the impact on children's learning. n The inspector spoke to parents of children who attend the pre-school and took account of their views. n The manager and the inspector jointly observed staff interacting with children. They discussed the quality of these interactions and how staff are supported in their roles. n The inspector interacted with children at appropriate times throughout the inspection. She held discussions with staff regarding their roles.

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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

2 February 2022 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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