Little Snoring Pre-school

Inspection of Little Snoring Pre-school Little Snoring Pre School, Stevens Road, Little Snoring, Fakenham NR21 0GZ

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 Not applicable

p.1

The provision is good

Children happily settle into activities on arrival. Staff greet them warmly and ask them about their weekends, remembering any special events or visits the children had planned. They demonstrate a genuine interest and ask questions that encourage children to share their ideas and feelings. This helps children to feel secure and seen. Staff have high expectations for children. They provide clear instructions to help children understand the routines and rules of the setting. Children demonstrate their understanding and are keen to take part in key events such as tidying up and getting ready to go outside. Older children independently put on their coats, boots and waterproof trousers. Children recall important information that staff share with them about how to stay safe. For instance, they notice tiny mushrooms in the garden and know that they must wait for an adult to clear them away.

p.2

The provision is good

Children develop a love of stories and recall recent books that staff have read to them. They remember key events in the story, such as the three bears 'getting cross' with Goldilocks. Children begin to understand the importance of letters. They find their name card on arrival to self-register and on their place at mealtimes. Older children show an interest in writing their name on their pictures.

p.2

need to do better?

n The manager uses discussions with staff and insights from training to evaluate the provision and identify areas for development. She also works closely with children's key persons to ensure additional funding, such as early years pupil premium, is used appropriately to promote children's progress and well-being. Staff know children well. They use their observations of children to identify their interests and assess their development. Staff use this information to plan activities to help children achieve their next steps in learning. n Staff access a good range of professional development opportunities, such as training and networking meetings, which help them to make improvements to their practice and the setting. For instance, they introduce new teaching approaches and small-group activities from communication training to support children's speech and language skills. n The curriculum for communication and language is well developed and

p.2

need to do better?

implemented. Staff provide lots of opportunities for children to practise listening, speaking and to build their vocabulary. They use pictures, gestures and props to support children's understanding. During an activity about daily routines, staff encourage children to explore mystery items in a closed bag, including flannels and toothbrushes. Children use descriptive language to talk about the items and make comparisons. They describe the flannel as being 'soft, like a rabbit' and the cup as 'hard and cold'. Staff teach children a song about 'getting ready for the

p.2

need to do better?

13 November 2023 day' which repeats key vocabulary. Children join in eagerly. They concentrate and respond quickly to the new actions and lyrics demonstrated by staff. n The implementation of the curriculum for physical development is not as robust as other areas. Children have plenty of opportunities to practise their small- muscle skills and develop increasing competence. However, staff do not plan how to promote development of children's large-muscle skills, such as balancing or climbing, as effectively. As a result, children are often not confident or capable to navigate equipment or natural landscape features safely and independently in the garden. n Staff work to build positive relationships with parents and other professionals. Parents praise the relationships their children have with staff. They comment on the helpful, friendly staff and how much their children enjoy attending. Although staff share information with parents, this is not sharply focused on supporting

p.2

need to do better?

continuity in children's learning between home and setting. n Children develop an understanding of how to keep themselves healthy. They wash their hands independently before eating and talk about brushing their teeth. Children point out their favourite fruits during snack times and dress themselves appropriately for the weather. n Children often immerse themselves in play for extended periods of time. They concentrate as they experiment with equipment and resources. For instance, children use frames and guttering to create a 'limbo' game. They delight in trying to move under the gutter without touching it. Other children use guttering to create a 'slide' for toy cars, positioning it carefully so the vehicles will splash into a puddle at the bottom. They laugh as they take turns to launch cars from the top.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Staff have a robust understanding of their safeguarding responsibilities. They know how to identify and report concerns, including those regarding the behaviour of an adult. The manager ensures staff keep their knowledge up to date with regular training. When appointing new staff, the manager follows thorough recruitment processes to assure herself that staff are suitable. Staff check the setting's indoor and outdoor environments regularly to ensure that any hazards are appropriately removed or managed to promote children's safety.

p.3

should:

n strengthen the curriculum, including staff knowledge and practice, for teaching and promoting children's physical development and skills n expand strategies to fully involve all parents in their children's learning.

p.3

Setting details

Unique reference number 2633612 Local authority Norfolk Inspection number 10300979 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.4

inspection

Total number of places 22 Number of children on roll 18 Name of registered person Little Snoring Pre-school CIO

p.4

reference number

Telephone number 01328 822488 Date of previous inspection Not applicable

p.4

Information about this early years setting

Little Snoring Pre-school registered in 2021 and is run by a charitable committee. The setting employs five members of childcare staff. All staff hold early years qualifications at level 3 and above. The setting operates from 8.30am to 4pm, Monday to Friday, during term time only. It provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken that into account in her evaluation of the setting. n The manager took the inspector on a learning walk around all areas of the premises to explain how the early years provision and curriculum are organised. n The inspector observed the quality of interactions during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The manager completed a joint observation and evaluation of an activity with the inspector. n The inspector spoke to children, staff and parents at appropriate times during the inspection. n The inspector held discussions with the manager. She looked at relevant documentation and reviewed evidence of the suitability of all persons living and working on the premises.

p.5

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.5

Inspection activities

13 November 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.

p.5

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.6

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.6

Inspection activities

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

p.6

Inspection activities

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

p.6