Indian Queens under 5's

Inspection of Indian Queens under 5's The Recreation Ground, St. Francis Road, Indian Queens, St. Columb, Cornwall TR9 6TP

p.1

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

p.1

The provision is good

Children are very eager to attend. They hurry through the gate when they arrive, often forgetting to say goodbye to their parents in their excitement to start the day at pre-school. This demonstrates their strong feelings of security and their happiness at the setting. Children behave well and form close relationships with the staff and each other. For instance, when pretending it is the manager's birthday, they make celebratory cakes from play dough and sing 'Happy Birthday' to her.

p.2

The provision is good

The manager and staff plan a broad curriculum, linked closely with children's interests and the next steps in their learning. Children are engaged and motivated to take part in activities. For example, older children count and recognise numbers during games. Younger children concentrate on their chosen activities, such as when they roll balls down chutes. They excitedly rush to collect the balls when they scatter across the floor at the other end and repeat the process happily. Children develop strength and control using their arms and hands, such as during games when they try to hook fish with fishing rods and scoop and fill containers with sand. They are encouraged by staff to practise activities that support their coordination and dexterity. For example, children peel fruit and remove the lids of yoghurt pots. Children develop a range of skills and make good progress in their learning.

p.2

need to do better?

n Staff know the children well and assess their progress accurately. They use this information to decide what knowledge and skills the children need to learn next. For example, they encourage younger children to play in pairs and plan small group activities to develop their early social skills. Children who are initially more hesitant toward other children grow in confidence and begin to form friendships as they play together. n Children enjoy listening to stories and learn to hold a pencil with control to make careful marks when drawing and colouring pictures. However, the manager does not check that the staff's planning of the literacy curriculum provides consistently good support for the older children's early reading and writing skills. n Staff work closely with parents to keep them informed about their children's achievements. Parents receive regular updates about children's next steps in learning and are welcomed to share their observations of children's experiences

p.2

need to do better?

at home. This helps to provide consistency in children's care and learning. Parents speak highly about the pre-school, praising staff's relationships with children and their support for children's emotional well-being. n Staff use a range of strategies effectively to develop children's communication and language skills. They give children time to respond to questions and model a broad vocabulary. Overall, children are confident to initiate discussions with their

p.2

need to do better?

5 April 2022 friends and the staff. At times, some quieter children play contently by themselves for too long and do not receive as much attention or interaction from staff as the more confident children. n Children with special educational needs and/or disabilities receive particularly good support. Staff work closely with children's parents and outside agencies to implement targeted and consistent strategies. n Children are independent. They put on their coat to play outside, pour their own drinks and use cutlery at snack and mealtimes. However, staff do not organise snack as effectively as they could, so children spend too long waiting for food and some end up eating alone at tables. n The key-person system is effective. Staff form strong bonds with the children. Children are affectionate, kind and caring toward staff and are keen to help them. For instance, when staff playfully pretend that their arm is stuck in a

p.2

need to do better?

jacket, children rush to their aid as they call out 'I'll save you.' n The manager provides good support and coaching for staff to develop their knowledge and skills. For example, some staff have taken training about the use of signing to help children with less speech to understand and to communicate with others. Children learn and use some signs, such as to say please and thank you. n Staff use effective strategies to teach children the expectations for their behaviour. Staff communicate with children respectfully, remind them to use good manners and speak gently with children to calm them when they start to become overexcited. Children listen to staff, follow their instructions and understand the daily routines. For example, children know to wash their hands before lunch and remember not to run inside, when staff prompt them to 'use their walking feet'.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The manager and staff have a strong commitment to safeguarding children. They have all completed relevant training and are confident to recognise the signs that might indicate a child's welfare is at risk of harm. The manager and staff have a secure knowledge of the procedures to report any concerns about children. They carry out risk assessments effectively to ensure the premises are safe and secure for children. For example, they recognise that sand which has spilled on the floor can create a slip hazard and clean it up quickly. The manager and staff promote children's health, such as ensuring that children with allergies do not come into contact with food and drink that can cause them to become unwell.

p.3

should:

5 April 2022 n support staff to interact more frequently and consistently with quieter children to develop their speaking skills as effectively as possible n develop the organisation of snack times to make better use of the occasion to engage children in discussion to provide a more social experience n strengthen the planning of the literacy curriculum to develop the older children's early reading and writing skills more effectively.

p.3

Setting details

Unique reference number 102819 Local authority Cornwall Inspection number 10230525 Type of provision Childcare on non-domestic premises

p.5

Registers

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

p.5

inspection

Total number of places 24 Number of children on roll 41 Name of registered person Indian Queens Under Fives Committee

p.5

reference number

Telephone number 01726 862919 Date of previous inspection 18 October 2017

p.5

Information about this early years setting

Indian Queens Under 5's opened in 1977 and registered at these premises in 2002. The pre-school operates from a purpose built, self-contained building at the recreation ground in the village of Indian Queens, Cornwall. It is open Monday to Friday from 8am until 3.30pm during term time only. There are 10 staff employed to work with the children. Of these, eight hold relevant qualifications at level 2 and above. The pre-school receives early education funding to provide free places for children aged two, three and four years.

p.5

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 manager and has taken that into account in their evaluation of the setting. n The manager took the inspector on a learning walk of all areas of the setting and discussed the early years curriculum. n The inspector observed the interactions between staff and the children. n Children spoke with the inspector during the inspection and the inspector also took account of the views of parents. n The inspector talked with the deputy manager and staff at appropriate times during the inspection to ascertain their feedback about working at the setting and find out knowledge and understanding of procedures. n The manager and the inspector carried out a joint observation of an adult-led activity and reflected on the quality of teaching and learning together.

p.6

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.6

Inspection activities

5 April 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.

p.6

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.7

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.7

Inspection activities

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

p.7

Inspection activities

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

p.7