Witchford Rackham Pre-School

Inspection of Witchford Rackham Pre- School 83 Main Street, Witchford, ELY, Cambridgeshire CB6 2HQ

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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 Outstanding

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The provision is good

Children are happy and settled at the pre-school. The staff welcome the children as they arrive in the morning, and children eagerly select from and engage in a wide range of activities on offer. Children have a positive attitude to learning and show high levels of enjoyment and curiosity. There is an effective key-person system in place, which means children develop strong relationships with staff and feel safe in their environment. Staff know the families and children well and this enables them to provide a smooth and effective transition into the pre-school for new starters.

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The provision is good

Staff provide a curriculum that is tailored to the children's interests and individual needs. They place an emphasis on developing children's communication and language skills, which is embedded throughout the pre-school. There are high expectations for all children, including those with special educational needs and/or disabilities (SEND). Children behave exceptionally well. Staff encourage the older children to help and teach the younger ones. For example, supervised by an adult very close by, they divide chalk out with younger children to help them learn about sharing. Older children comment, 'It's so difficult', demonstrating empathy and understanding to younger children about learning new skills.

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need to do better?

n Staff place great focus on children's communication and language development, which is embedded throughout the pre-school. Makaton sign language is used continuously throughout the pre-school and children show their understanding and communication skills through their responses. For example, during group time the children sing nursery rhymes together and use Makaton to sign the words as they sing. This helps children to learn new words and consolidate words they already know. n Staff have high expectations for all children. They behave very well and listen carefully to children, following their instructions and routines. For example, before lunch the children work together to tidy away and make space to sit as a group. All children respond positively to staff and each other. They show a good understanding of right and wrong. n Communication between staff and parents is very good. Staff provides resources

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need to do better?

for the children to use at home, such as chatter bags to support and extend children's language development. Staff share updates about their child's progress with parents via an online learning journal, as well as regular newsletters and emails. n Managers identify areas of improvement and use available funding carefully and consciously. For example, recent funding has enabled all staff to access communication and language training, so that they are able to provide a language programme to enhance the communication and language skills of all

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need to do better?

13 September 2022 children. n Staff plan well-thought-out activities that build on what children already know. For example, staff use soft toys to demonstrate different emotions, and the children copy the facial expressions. Staff then introduce new vocabulary, such as 'happy', 'excited', 'angry' and 'scared'. They begin to demonstrate what different things may trigger these emotions to help children think about and explore their feelings. n Staff encourage children to be independent throughout the day. Older children take themselves to the toilet and wash their own hands. All children competently find their own belongings, including their drinks bottle at snack time. Children select their own healthy snack and clear their plates away when they are finished. n Managers support staff through regular supervision and ongoing professional development opportunities. For example, all staff have access to a range of

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need to do better?

training courses. However, managers have not sought further ways to tailor staff's training to their specific needs; this would help them develop a deeper knowledge of teaching and learning. n Children with SEND have their needs well met and they make very good progress. Staff work continuously with parents and other professionals to review children's next steps, which helps them to decide what to teach children. Additional funding, such as early years pupil premium, is used well to support children and reduce any differences in their learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All staff have a good knowledge of safeguarding, enabling them to identify children who may be at risk of neglect, abuse or exploitation. There is a clear safeguarding culture in the pre-school and staff put the safety of the children as their priority, which helps to reduce the risk of harm. All staff have a good knowledge of the safeguarding procedures to follow if they are concerned about a child. They have a clear understanding of the whistle-blowing policy and their duty to report any concerns they may have about a colleague.

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should:

n build on the already good practice and seek further ways to help all staff develop first-rate teaching skills.

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Setting details

Unique reference number 221733 Local authority Cambridgeshire Inspection number 10233581 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 24 Number of children on roll 38 Name of registered person Witchford Rackham Pre-School Committee

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reference number

Telephone number 01353 666 782 Date of previous inspection 13 October 2016

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Information about this early years setting

Witchford Rackham Pre-School opened in 1980 and is run by a committee. It is located in the village of Witchford in Cambridgeshire. The pre-school employs six members of childcare staff, all of whom hold appropriate early years qualifications at level 3 or above. It opens from Monday to Friday, during term time only. Sessions are from 8.45am until 11.45am, and 12.30pm until 3.30pm. A lunch club operates between 11.45am and 12.30pm. 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 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the setting. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, both indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents and carers shared their views of the parents with the inspector. n The inspector looked at relevant documentation and reviewed 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

13 September 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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