Fairhaven Pre-School

Inspection of Fairhaven Pre-School Village Hall, School Road, South Walsham, NORWICH NR13 6DZ

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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 are welcomed by warm, nurturing staff. They hang up their coats and belongings and quickly settle into learning at one of the exciting activities. They are confident and behave extremely well. Staff are effective role models and have clear expectations. As a result, children follow the daily routine and feel safe and secure.

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The provision is good

Children have access to fresh air during most of the day as they move freely between the indoor environment and garden. Outside, children demonstrate positive attitudes to learning as they eagerly join in with their peers in the mud kitchen. They collect a variety of natural materials around the garden and mud from the digging area. They create 'soup' and 'chocolate pudding', which they share with staff. They take turns to stir the mixture and give each other instructions to collect more ingredients to make it 'extra tasty'.

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The provision is good

The staff make good use of the local community around the pre-school. Children take part in weekly visits to a local woodland and garden, where they take part in forest school activities and expressive arts. Children are learning about nature and the natural world around them. Staff have developed close links with the local primary school. Children join in with a variety of shared activities and visits. As a result, children are well prepared for their transition to school.

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need to do better?

n The newly appointed manager is enthusiastic, with a clear vision for future development. She has implemented a variety of ways to engage with parents. This includes the introduction of newsletters, a parent messaging group, share days and an online learning journal. However, the new manager has not yet had time to further develop performance management procedures to identify and address weaknesses in staff teaching. n Parents speak highly of the staff and the activities they offer. They feel well informed about their children's learning. Staff work closely with parents to gather information about their key children prior to them starting at the pre- school. The staff use this information to plan an ambitious curriculum that is motivating and covers the seven areas of learning. n Staff promote early literacy skills. Children have opportunities to develop early writing. For example, younger children use felt tips to make marks. Outside,

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need to do better?

older children use clipboards to make labels and list ingredients. n Children have access to a variety of books across the learning environment. Staff frequently use them to extend understanding. For example, children are learning to identify minibeasts. Staff use books to help children identify the features and where they might find them in the garden. n Staff provide a language-rich environment. Children join in with familiar rhymes

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need to do better?

19 April 2023 and songs. For example, at group times children sing along and follow the actions of 'Wind the bobbin up' and 'Sleeping bunnies'. Staff use their interactions to introduce new words. For example, during a planting activity children learn about the meaning of words such as 'germination', 'sprout' and 'nutrients'. n Children have ample opportunities to develop their physical skills. Outside, they dig, climb and balance in the well-resourced garden. Inside, they play with jigsaws and craft activities, developing their fine motor and hand-to-eye coordination skills. n Children generally manage their personal care well. They wash their hands and put on their coats to go outside. However, staff sometimes offer too much support, which limits children's ability to do things for themselves. n Children behave extremely well for their age and stage of development. They follow instructions, take turns and play collaboratively with their peers. Staff

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need to do better?

support children to understand their emotions and those of others. For example, staff remind children to be kind and take care of worms they find in the digging area. n Staff identify gaps in children's learning swiftly and seek professional help when required. The manager works closely with staff and parents to decide the most effective way to use additional funding to meet the learning and development needs of children. As a result, all children make good progress from their starting points.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have a clear understanding of their responsibility to keep children safe. They complete daily checks and risk assessments for outings to ensure that children are not exposed to hazards. All staff have completed safeguarding training and are familiar with the procedures to follow if they have a concern about a child. All staff are aware of the pre-school's whistle-blowing procedure and how to raise concerns about adults looking after children. Safer recruitment procedures are followed and staff's ongoing suitability is checked.

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should:

n develop performance management procedures to identify and address weaknesses in staff teaching n provide more opportunities for children to become independent and do things for themselves.

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Setting details

Unique reference number 254052 Local authority Norfolk Inspection number 10279944 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 30 Number of children on roll 30 Name of registered person Fairhaven Firststeps Pre-School Committee

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reference number

Telephone number 07508 842 203 Date of previous inspection 15 September 2017

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Information about this early years setting

Fairhaven Pre-School registered in 1992 and is situated in South Walsham, Norwich. The pre-school employs six members of staff. Of these, four hold appropriate early years qualifications at level 3. The pre-school operates from Monday to Friday, during term time. Sessions are from 9.15am until 12.15pm and 1.15pm until 3.15pm, with a lunch club between 12.15pm and 1.15pm every day. 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 inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector spoke to children to find out what they like to do when they are at pre-school. n The inspector spoke to staff at appropriate times during the inspection and took account of their views. n The inspector carried out a joint observation of a planting activity with the manager. n The inspector spoke to the chairperson of the pre-school about the leadership and management of the pre-school. n The inspector observed the quality of education being provided, indoors and

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Inspection activities

outdoors, and assessed the impact that this was having on children's learning. n The inspector spoke to parents and grandparents during the inspection and took account of their views. 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

19 April 2023 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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