Canewdon Pre School and Daycare

Inspection of Canewdon Pre School and Daycare Canewdon Endowed Primary School, High Street, Canewdon, ROCHFORD, Essex SS4 3QA

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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 Inadequate

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The provision requires improvement

Children are warmly welcomed into the setting by the staff. They are happy and settle well. Staff are caring towards the children. This helps the children form strong and trusting relationships with staff and peers. Children chat with each other as they complete puzzles or engage in craft activities together. They confidently approach new people, talking to them about their day and inviting them into their play. This demonstrates that they feel safe and secure in the nursery.

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The provision requires improvement

Children have fun taking part in interactive story times where they can act out stories with props. They join in singing sessions and eagerly participate in action rhymes. They are enthusiastic about joining in yoga sessions, where they move their bodies into different shapes. These activities promote children's communication and language skills, as well as their physical development.

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The provision requires improvement

However, there are times in the day when children's needs are not constantly met. This is because staff are carrying out routine tasks, such as nappy times or preparing snack. This takes them away from the main group of children for periods of time. The remaining staff are not always able to support all children's needs in a timely manner. As a result, some children's behaviour becomes challenging. This also has an impact on the quality of teaching as children are not always given the attention they need to achieve their full potential.

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need to do better?

n Since the last inspection, the manager has taken positive steps to address the areas needing development. The team has worked with the local authority and has sought out relevant training opportunities. They have made improvements to benefit the children. For example, they now have an increased knowledge of safeguarding procedures and have taken all possible steps to ensure children are not exposed to risks in the setting. They demonstrate the capacity to continue to improve. n Staff know their key children well and are clear about what they want them to learn next. However, interactions do not consistently build on what the children know and can do. As a result, children are not making the best possible progress. When staff interact with the children, they provide information and ask them simple questions. However, they do not regularly model a wide range of vocabulary or use effective questions to encourage children's thinking skills.

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need to do better?

n Children are beginning to show an understanding of what is expected of them and the 'golden rules' they need to follow. They are praised when they behave well. However, on occasions when children struggle to regulate their behaviour and need support, staff do not use consistent strategies. They do not always provide suitable explanations to support children in developing a deeper

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need to do better?

12 March 2024 understanding of the rules and boundaries to help them learn to self-regulate their behaviour. n Children's independence is promoted well. They are taught skills such as pouring their drinks, serving their food, and putting on their wellington boots. They put their belongings and artwork into their trays without needing reminding. They are encouraged to wash their hands before eating and wipe their noses and put the tissues in the bin. However, staff do not encourage the children to wash their hands after they have done this. In addition, staff do not always wash their own hands after helping children wipe their noses. This does not promote positive attitudes towards following good hygiene practice. n Staff support children with special educational needs and/or disabilities. They work closely with parents and the local authority advisors to implement suitable strategies to support these children. They maintain appropriate records and

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need to do better?

share these as required with relevant agencies. This promotes consistency, both at home and within the setting. n Staff form positive partnerships with parents who are pleased with the setting. Parents report their children are happy to attend. They feel the communication they receive about their children is effective. They are given support when needed. For example, staff support parents when children are potty training. The setting works in partnership with the on-site school to help children develop the skills they need in preparation for school. This helps to ensure a smooth transition when children progress to their next stage of learning.

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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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Due date

train staff to be more proactive in recognising when children require their support 26/03/2024

p.3

Due date

strengthen the quality of staff interaction and teaching to ensure that all children have consistent and appropriate support to help them achieve the next steps in their learning 26/03/2024

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Due date

12 March 2024 consistently implement positive behaviour strategies to help children develop a deeper understanding of the rules and expectations at the setting. 26/03/2024

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should:

n support staff to implement the nursery's hygiene procedures in relation to handwashing consistently.

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Setting details

Unique reference number EY455149 Local authority Essex Inspection number 10317848 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 26 Number of children on roll 22 Name of registered person Holmes, Ann Jacqueline

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reference number

Telephone number 07533495522 Date of previous inspection 11 October 2023

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Information about this early years setting

Canewdon Pre School and Daycare registered in 2013 and is privately owned. The setting employs five members of childcare staff, including the provider. Of these, all five hold an appropriate early years qualification at level 3 or above. The provider holds qualified teacher status. The setting opens from Monday to Friday, during school term times only. Sessions are between 8.45am until 3pm. The setting provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provision. 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, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of free play with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n Children told the inspector about their friends and what they like to do when they are at 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

12 March 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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