Carlton Colville Preschool

Inspection of Carlton Colville Preschool Carlton Colville Community Centre, Hall Road, Carlton Colville, Lowestoft NR33 8BT

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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 Not applicable

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The provision is good

Children arrive at the setting excited and keen to begin their day, and they leave their parents with confidence. Staff greet children and their parents in the morning with enthusiasm and kindness and are quick to settle children through the door. Children get straight into their play. They hug staff and excitedly talk about what they have been doing. Children show confidence and pride as they explain, 'I have a new hat and scarf.' Children are happy and chatty as they engage with the resources and activities that have been chosen carefully by staff. Staff pay attention to children's interests when selecting resources for the day that cover all areas of learning. This ensures that learning is engaging and fun. Staff value free play for children and promote choice, asking them what they would like to do. This means that children's levels of engagement are high and that good-quality learning opportunities are promoted by staff.

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The provision is good

Children are immersed in high-quality interactions. Staff create an environment rich in communication and language. Children learn signing as part of the ambitious curriculum, which supports them to become 'creative communicators'. Children are encouraged by staff to become independent learners and are supported only when is required. Staff promote a 'can-do' attitude for children. For example, children put on their coats independently, saying 'I'm in!' as they do up their zip. Children receive praise for every achievement, which gives them a sense of pride throughout their day, promotes their self-esteem and drives their motivation.

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need to do better?

n The manager leads the staff team exceptionally well. All staff, including the manager, actively engage in professional development. This strengthens knowledge and deepens staff's understanding about how children learn. n Children with special educational needs and/or disabilities make good progress. Funding, such as early years pupil premium, is used to support children's individual development. Enhanced staff ratios allow for children's additional needs to be met and a wider range of experiences to be offered. This gives children who receive additional funding the same opportunities as their peers. n Children communicate all the time with staff, who interact with them to extend their chatter, expressions and signing. This creates a busy and inclusive environment. n Literacy is promoted by the abundance of books. Staff tell children stories, sing songs, use props, dress up and bring animation to the stories they tell. Children

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need to do better?

shout excitedly, 'Arhh me hearties' when reading about pirates. Children are immersed in the experience that telling stories brings, and this drives forward a love of early reading. n Parents speak highly of the pre-school. They comment that staff are friendly and

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need to do better?

19 January 2024 welcoming. Regular conversations with staff keep parents updated about their child's progress. They express the positive impact the pre-school has on their children's development and how their children love coming and are sad to leave. n Children enjoy opportunities to make marks, for example, as they happily pick up chalks and paintbrushes. This means that children are developing fine motor skills that support early writing. n Staff encourage sharing and turn-taking. They comment 'good waiting' and, 'We are kind to our friends.' This reinforces positive behaviour and helps children form friendships. n Staff cleverly introduce mathematics into conversations. At snack time, staff talk about cutting a cucumber in half and promote number recognition, asking children how many pieces they would like and then helping them to count the pieces as they chop. This supports children's understanding of what numbers

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need to do better?

represent. n Staff assess risks in the outside area to ensure that it is safe. Children use the outdoor resources that are available to them to fuel their imagination. They dig in the sand pit as conversations from staff encourage growth in their vocabulary. Children use ride-on toys, walk on stepping stones and climb. This gives children the opportunity to extend their physical development and to strengthen their large motor skills and balance. n Some staff use children's names as they interact with them. This helps children to recognise their own name and those of others, for example, when taking turns. However, some staff use pet names for children, which does not help children to learn about their unique identity or themselves as individuals. n There are clear arrangements in place to support new staff so that they have a clear understanding of their roles and responsibilities. New staff have undergone

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need to do better?

and are continuing induction training, and all staff have regular supervisions.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n embed a consistent approach in supporting children to recognise and use their own name.

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Setting details

Unique reference number 2654521 Local authority Suffolk Inspection number 10305617 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 21 Number of children on roll 38 Name of registered person Gunns, Joanne

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reference number

Telephone number 07881825529 Date of previous inspection Not applicable

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Information about this early years setting

Carlton Colville Preschool registered in 2021. The pre-school employs eight members of childcare staff. Of whom, six staff hold appropriate early years qualifications at level 3 or above, including the provider who has qualified teacher status. One member of staff is employed as an early years apprentice. The pre- school opens from Monday to Friday, during term time. Sessions are from 8.45am to 3.15pm. 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 competed a learning walk with the provider and discussed what she wanted children to learn at the setting. n The provider and the inspector carried out a joint observation and held a discussion. n The inspector to spoke to children during their play. n The inspector observed the quality of the interactions between staff and the children, and assessed the impact of these on children's learning and development. n The inspector spoke to parents and took account of their comments. n The inspector looked at relevant documentation, including first-aid certificates, staff qualifications, Disclosure and Barring Service records and records of children's attendance.

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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 January 2024 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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