Thorpe End Preschool (Teddies)

Inspection of Thorpe End Preschool (Teddies) St. Davids Drive, Thorpe End, NORWICH NR13 5HR

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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 with enthusiasm, keen to start their day at this friendly, welcoming pre-school. They separate from their parents with ease and find their named 'teddy' to self-register. Staff spend time talking to parents to find out information regarding children's ongoing needs and preferences. This information is communicated effectively across the whole staff team, ensuring children's needs are met. Staff use ongoing information regarding children's interests to plan activities they know children will engage with. As a result, children settle quickly and are motivated and productive.

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The provision is good

Children are happy and demonstrate close relationships with staff. They rush over and embrace them with frequent hugs and cuddles. Toddlers snuggle with staff to share books and listen to songs. Staff treat all children with the utmost care and respect. They supervise children effectively and act swiftly to give comfort and reassurance. Nappy changes are respectful. Staff talk to children throughout, helping them feel safe and comfortable. Consistent routines further promote children's feelings of safety and security. Children know what is expected of them. This is because staff ensure routines and expectations are clear and consistent. Children hear bells ring and help to tidy away toys. They find space on the carpet and join in with good morning routines to choose weather symbols and days of the week.

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need to do better?

n Staff plan a curriculum based on children's developmental needs and interests. They make regular observations of children's learning and use this to identify children's next steps. Staff know children well and provide regular information to parents to help support with their children's learning at home. As a result, children make good progress. n Children develop lovely friendships and demonstrate social skills in their own play. Children wave as they see their friends arrive. They hold hands and sit together to play with train sets, negotiating which person will be chosen as the train driver. Older children share tips of how to draw pictures to make 'sirens'. They see toddlers completing jigsaws and ask, 'Do you need help with that?', echoing language they have heard from staff. n Children with special educational needs and/or disabilities make good progress. The deputy manager is also the special educational needs coordinator. She

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need to do better?

accesses a range of wider training and ensures this is cascaded to other members of staff. As a result, all staff act swiftly to identify where children might need further support. They use targeted interventions to support children's attention, listening and communication skills. n There is a hive of harmonious activity around the pre-school, where children

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need to do better?

11 June 2024 share and show respect. This is because staff are positive role models and consistently model politeness and good manners. They use snack times to remind children to say 'thank you' as they serve fruit. During group activities, staff reinforce turn taking. For example, children wait to be chosen to pick objects out of song bags. n Children show impressive independence. They change into indoor shoes when they arrive and show proficiency in managing zips and fixings on coats. Children pour drinks and self-select bowls and cups at snack times. They manage their own self-care and are well prepared for school. n Staff form a strong team. The manager places a high-priority on staff's well- being and as a result, staff feel valued and supported. Staff are empowered to take on new responsibilities and further their skills through training. New staff benefit from robust induction procedures which ensures they are prepared for

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need to do better?

their roles. n The manager evaluates the pre-school effectively and works alongside her staff to drive forward improvement. She is passionate about improving outcomes for children and leads the pre-school with integrity. Parents are full of praise for her and the whole staff team. They say staff are 'wonderful' and 'amazing' and that their children are thriving. Parents reflect that the pre-school ethos has, 'Love and kindness at the heart of everything'. n Staff get down to children's level and show an interest in what they are doing. However, they do not always build on what children already know and can do. For example, when children count pretend fish, staff do not model and encourage them to count past numbers they already know.

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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 support staff to enhance their teaching skills, building on what children already know and can do, to extend their learning even further.

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Setting details

Unique reference number 254317 Local authority Norfolk Inspection number 10351706 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 Full day care

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inspection

Total number of places 26 Number of children on roll 38 Name of registered person Thorpe End Pre-School (Teddies) Committee

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reference number

Telephone number 07880 870 757 Date of previous inspection 9 October 2018

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Information about this early years setting

Thorpe End Preschool (Teddies) registered in 1993 and is located in Norwich, Norfolk. The pre-school employs four members of childcare staff. Of these, one holds an appropriate early years qualification at level 6 and two at level 3. The pre- school is open from Monday to Thursday during term time. Sessions are from 9am to 3pm. 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 pre-school 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 their evaluation of the pre-school. n The inspector completed a learning walk with the manager to understand how the pre-school operates and how the curriculum is organised. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector completed a joint observation with the manager. n The inspector spoke with staff and children at appropriate times during the inspection. She spoke to parents during the inspection and took account of their views. n The inspector looked at relevant documentation and evidence of the suitability of staff working in the 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

11 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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