Emmanuel Pre-School

Inspection of Emmanuel Pre-School Emmanuel Church Rooms, Rose lane, Bungay, Suffolk NR35 1DQ

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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 demonstrate how happy they are at the pre-school as they eagerly run in and embrace staff when they arrive. They display a high level of familiarity with the routines and quickly settle into their play. Staff are on hand to provide support and encouragement. This helps children to feel more confident and secure in their environment.

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The provision is good

Staff ensure they take children out on local trips daily. This provides them with great opportunities to develop their spatial awareness as they walk. Children develop an appreciation of nature, as staff stop to point out the names of plants and insects they see. These conversations help children to develop a sense of curiosity, and enrich their understanding of the environment around them. Staff plan games such as 'What's the time Mr Wolf'. They aim to support children's communication, while also developing their social skills. Staff focus on encouraging children to be physically active in a fun and engaging way.

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The provision is good

Staff have high expectations for children's behaviour. They provide effective support to help children understand and manage their emotions, while fostering the development of confidence, social skills, and friendships.

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need to do better?

n Staff create an inclusive environment. Children with special educational needs and/or disabilities (SEND) are well supported. This helps create a sense of belonging, promotes acceptance, and provides opportunities for children with SEND to interact with their peers. Staff know their key children well. They provide tailored support and interventions, addressing individual needs and preferences well. This helps children with SEND to make good progress. n Partnerships with parents are good. Parents report the pre-school have been invaluable in supporting their children. Staff make timely referrals and provide support to parents as well as their children. They say staff provide them with ideas on how to continue support at home. This enables children to receive consistency in their care and learning. Staff engage parents in discussions on how best to use early years pupil premium funding. For example, they increased

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need to do better?

sessions to help children develop a routine and prepare for school. n Children enjoy listening to stories. Staff encourage children to connect with the characters emotions, and how they may be feeling in different scenarios. Staff prompt children to recall words they have previously learned. This helps strengthen children's memories, expand their vocabulary, and enhance their language skills. However, during group story times, there are many interruptions and distractions. Children disengage and become distracted. This means that children do not benefit fully from all learning opportunities.

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need to do better?

29 April 2024 n Staff provide a range of different fruits and cereals for children to try for snack. Children develop their fine motor skills as they use tongs and spoons to serve themselves. Staff use the opportunity to teach children patience and how to wait their turn. Children enjoy this time where staff engage them in conversation. However, chairs that are too small prevent children from comfortably reaching the table. This hinders their ability to feed themselves effectively. n Leaders have developed a curriculum that focuses on communication and language as well as physical development. This is in response to gaps they have identified following the Covid-19 pandemic. As a result, children are making good progress in these areas of learning. n Children develop their knowledge of numbers, counting and size as staff introduce mathematical language in their play. For example, they praise children for finding a 'big' stone and a 'bigger' fish. This helps children to understand

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need to do better?

mathematical concepts in everyday life. n The manager understands the importance of reflection and open discussions with her team. They work together to create a plan of action to support improved outcomes for children. Staff feel their own well-being is supported and this creates a happy working environment.

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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 help staff to develop group story times so that children can listen without distraction and benefit from the rich learning experience n consider the seating arrangements for children at snack and mealtimes to ensure they can comfortably practice feeding themselves.

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Setting details

Unique reference number 251428 Local authority Suffolk Inspection number 10335859 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 25 Number of children on roll 23 Name of registered person Emmanuel Pre-School Committee

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reference number

Telephone number 01986895999 Date of previous inspection 29 June 2018

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Information about this early years setting

Emmanuel Pre-School registered in 2000 and is run by a committee. The pre-school is open Monday to Friday from 9am to 3pm, during school term time only. The pre- school provides funded early education for two-, three- and four-year-old children. It employs three members of childcare staff and one member of bank staff, all of whom hold appropriate early years qualifications ranging from level 2 to level 3.

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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 manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n The inspector observed the interactions between staff and children. n The inspector carried out a joint observation of a communication and language activity with the manager. n Parents shared their views of the pre-school with the inspector. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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 April 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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