Giggles Pre-School

Inspection of Giggles Pre-School 268 Central Avenue, Southend-on-Sea SS2 4EE

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Overall effectiveness Requires improvement

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

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The provision requires improvement

Children are very excited when they arrive at the pre-school. Staff welcome them warmly. Children find their names and hang up their own coats and bags. This helps them to develop a sense of belonging. Children approach staff for help and reassurance. This shows that they feel safe and secure. However, children spend a lot of time in large groups or taking part in activities that do not account for their individual needs and interests. Staff ask them to leave activities that engage them, to take part in the next planned activity. Children are sometimes confused and ask staff, 'What are we making now?'

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The provision requires improvement

Children behave well and demonstrate that they understand the rules and routines of the setting. For example, they eagerly clean the table after snack. Children enjoy playing outside. There is plenty of room for them to run around and practise various physical skills. Children competently climb a slide and build with large construction pieces. They use their imaginations in the role-play areas and pretend to be elves in the well-equipped 'Santa's workshop'. However, towards the end of their time outdoors, they are asked to sit on chairs to play adult-led games. This limits their time to move around and be active.

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need to do better?

n The deputy manager knows what she wants children to achieve before they leave the pre-school. However, staff do not plan engaging activities to help children master the skills they need first. For example, older children are asked to sit down together and write their names. This does not take into account their varied knowledge and abilities. n The manager meets regularly with staff to identify training opportunities and discuss key children. However, staff do not receive targeted training to equip them to consistently deliver quality learning experiences for all children. n Staff do not contribute their ideas about how additional funding can be used to benefit individual children. This means that they are unable to successfully assess the impact of the funding on their key children's learning and development. n Children's artwork and creativity are not sufficiently valued. Staff are not consistently clear of the purpose of the activities they provide. Children are often

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need to do better?

asked to produce work purely for displays. This means that staff closely direct children's 'creations' and, as a result, children are unable to freely express their own ideas. n Staff plan the routine around large group times and key group sessions. Therefore, children have limited opportunities to freely learn through play. They do not always take an active role in the planned sessions and, occasionally, lose interest. Some sessions, however, are more effective. Children enthusiastically

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need to do better?

29 November 2022 join in with Christmas songs. They play 'What's in the Bag?' and excitedly anticipate what will appear next. These activities build on children's language skills as well as promoting their ability to concentrate and pay attention. n Children are well mannered and say 'please' and 'thank you'. They learn to share and take turns. Staff listen intently when children speak about what scares them. They validate children's emotions and talk through their fears. This supports children's emotional well-being. n Staff use effective strategies to help all children understand the routine. They sensitively use 'now-and-next' boards to explain what is happening. Staff use sign language to enhance children's understanding of songs and instructions. n Staff work closely with other professionals to support children with special educational needs and/or disabilities (SEND). Staff access a quiet room in the

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need to do better?

setting to work on a one-to-one basis with children. This allows them to provide more focused interventions and contributes to children with SEND making progress from their starting points. n Children are becoming increasingly independent. They use steps to reach taps to wash their hands by themselves. Children practise pouring their own drinks. Staff encourage them to put their own coats on to go outside. Children smile with pride when they successfully achieve this. n Parents praise the staff. They feel well informed and appreciate the support they receive on issues such as toilet-training and behaviour management. Parents say their children have made progress since being at the pre-school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All staff have a good understanding of their roles and responsibilities to keep children safe. They are fully aware of the procedures to follow if they are concerned about a child's well-being. Effective recruitment procedures and ongoing checks contribute to staff's suitability to work with children. Documentation, such as registers and accident records, is monitored. This helps the management team identify any patterns of absences or injuries that may indicate a child is at risk.

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Due date

support staff to undertake professional development opportunities to be equipped to offer quality learning and development experiences for children. 20/01/2023

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should:

n involve staff in decisions about how additional funding is spent to focus on children's individual needs and to successfully assess its impact n support staff to have a higher regard for children's own choices, free play and creative ideas n review the organisation of the session so that children's play and learning time are maximised.

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Setting details

Unique reference number EY406302 Local authority Southend-on-Sea Inspection number 10263498 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 36 Name of registered person Searle, Kim-Marie

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reference number

Telephone number 01702 461908 Date of previous inspection 3 May 2017

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Information about this early years setting

Giggles Pre-school registered in 2010. It is situated in Southend, Essex and is privately owned. The pre-school is open from Monday to Friday, 9am to 4pm, during school term time. There are six members of staff, including the provider, three of whom hold appropriate early years qualifications at levels 3 and 4 and one at level 2. 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 provider. n The deputy manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Children spoke to the inspector during the inspection. 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, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The inspector 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

29 November 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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