Zebedee Pre-School

Inspection of Zebedee Pre-School Shotgate Community Hall, Bruce Grove, WICKFORD, Essex SS11 8QZ

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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 arrive happy and separate well from their parents. They are at the heart of this inspirational setting. Leaders and staff create a stimulating environment that ignites children's curiosity and interests. Staff encourage children to make informed decisions about what they would like to explore next. For example, outside, children have an amazing time throwing and catching balls and balancing large hoops. They share resources well, engage effectively with their peers, while displaying high levels of energy and enthusiasm. This helps build on children's gross motor skills and social interactions.

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The provision is good

Staff and leaders are very warm and supportive. They have very high expectations of children and they rise to the challenge exceptionally well. Children are positive and independent learners. For example, as soon as they arrive, children find their name tag and place their belongings in allocated places to support their independence. Children behave well and show high levels of respect towards their peers and staff. They self-serve their snack using appropriate utensils to build on their fine motor skills. Children form strong relationships with the staff who in turn respond to their needs promptly and with patience and kindness. Staff recognise and value all children's achievements. They offer praise and affirmation to build on their self-esteem, confidence and emotional resilience.

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need to do better?

n Leaders and staff offer a diverse and inclusive practice. They take into consideration children's needs, abilities and interests when planning a wide selection of meaningful activities. Children with special educational needs and/or disabilities are fully supported in their learning journey by knowledgeable and nurturing staff. As a result, they make good progress in their learning. n Staff are exemplary role models. They have good knowledge and understanding of children's development. They complete regular observations and progress assessments and identify next steps in children's learning. However, on occasions, some activities are not sufficiently challenging to extend all children's learning and promote their communication and language skills to high levels. n Children enjoy singing their favourite nursery rhymes. Staff encourage them to pick a prop and think of a relevant song. Children sing loudly and with great

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need to do better?

enthusiasm, following the actions correctly. This helps build on children's expressive arts and design, while supporting their confidence and social interactions. n Staff create fantastic opportunities for children to build on their sense of discovery and exploration. In the garden, children use magnifying glasses to look for bugs and insects. Children are inquisitive and determined to find bugs to then explore their distinctive features. Furthermore, staff also encourage

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need to do better?

4 June 2024 children to explore a wide variety of herbs and fruits to extend their sensory experience. They smell the lemons, oranges and mint and feel their texture, while using them to create magic potions. This helps further develop children's problem-solving skills, critical thinking and understanding of the world. n Children enjoy exploring play dough to build on their fine motor skills. Staff prompt them to use tools and cutters safely to create their own structures. Children talk about what they are doing and share resources well. In addition, children use climbing apparatus with great control and confidence to build on their balance and coordination. n Leaders have a clear vision for their setting. They reflect on their practice and strive to deliver high-quality care and education. Leaders have formed positive links with professionals from the local community. They often invite dentists, firefighters and paramedics into their setting to enhance children's experiences

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need to do better?

and knowledge about people who help us. Leaders appreciate and value staff and create a positive and supportive culture. Staff receive focused supervisions, appraisals and training opportunities to ensure their knowledge and skills are current. Leaders are passionate and committed to ensuring all children receive the best start to their early education. This is embraced by all staff with motivation and dedication. n Partnerships with parents are effective. They praise the inspirational activities and feel involved in their children's learning. Parents value the progress their children make and appreciate the great level of support received from staff.

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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 review and adapt the planning and teaching strategies to ensure that all new vocabulary is securely embedded and children benefit from extensive learning opportunities.

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Setting details

Unique reference number EY394887 Local authority Essex Inspection number 10339148 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 32 Number of children on roll 56 Name of registered person Rose, Carrie Ann

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reference number

Telephone number 07906344227 Date of previous inspection 2 July 2018

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Information about this early years setting

Zebedee Pre-School registered in 2009. The pre-school employs 13 members of staff. Of these, seven hold appropriate early years qualifications at level 3, one at level 5 and one at level 2. The pre-school opens five days a week during school term times. Opening times are from 9am to midday Monday to Friday, and from midday to 3.30pm on Tuesday, Thursday and Friday. The pre-school receives funding for the provision of early education for two-, three- and four-year-old children.

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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 provider and has taken that into account in their evaluation of the setting. n The inspector and manager completed a learning walk together. They discussed how the curriculum is organised and what they want children to learn. n The inspector observed the quality of teaching and education, both outdoors and indoors, and assessed the impact this has on children's learning. n The inspector spoke with staff at appropriate times throughout the inspection. n Children spoke with the inspector about the activities they were doing. n Some parents met with the inspector who took into account their views. n The inspector carried out a joint observation with the manager. n The inspector held a meeting with the manager. She looked at relevant documentation and reviewed evidence of the suitability of staff working at the

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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

4 June 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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