St Osyth Preschool and Nursery CIC

Inspection of St Osyth Preschool and Nursery CIC 64 Mill Street, St. Osyth, CLACTON-ON-SEA, Essex CO16 8EW

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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 enthusiastically enter the nursery and are greeted by friendly and nurturing staff who know children so well. Children immediately feel a sense of inclusion as they hang up their belongings on their named peg and sit on the carpet for 'friendship time'. This morning routine supports less confident children to feel safe from the start. They feel a sense of belonging and develop kind behaviours when welcoming their peers with a positive 'good morning' gesture at this group time.

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The provision is good

This cheerful home-from-home nursery with real-life resources offers a meaningful learning environment. Outdoor play is highly valued, and children develop a love of nature. Staff's natural passion and enthusiasm is echoed by the children, who proudly show visitors raspberries they are growing. Staff effectively support children's development of critical thinking and problem solving as they tell visitors ideas they have implemented to prevent slugs eating them.

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The provision is good

Babies and children make swift and secure bonds with the staff who offer bespoke settling-in sessions. The key-person system ensures consistency of care so that children's well-being is continuously prioritised. Children show their strong and caring attachments to staff when instigating a hug upon return from a short visit to the school they are transitioning to.

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need to do better?

n The management team and staff have a clear understanding of the curriculum intent and implement this effectively throughout the nursery. They provide indoor and outdoor environments that support all seven areas of learning. Additionally, resources are age appropriate, stimulating and encourage open- ended play and learning opportunities. n Teaching is meaningful. Skilful staff consider children's individual interests and follow their lead to extend their learning and development. For example, a child trying to balance on a plank of wood that other children are rolling cars down, is gently guided towards a balance beam activity. The child relishes in the challenge of walking the plank, while further developing their core motor skills, such as balance and coordination. n Planning and assessments are robust and any gaps in children's learning are identified swiftly, and appropriate support put in place. Collaborative working

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need to do better?

with parents and outside agencies, ensures all children, including those with special educational needs and/or disabilities, make rapid progress from their starting points. n Parents applaud the daily face-to-face and online communication they receive about their child's day. They praise the approachable and enthusiastic staff.

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need to do better?

26 June 2024 Parents explain how they feel integral in their child's learning and supporting school readiness. n Children's emotional well-being is given unquestionable priority. Softly lit fairy lights provide a tranquil and restful place for babies and children who can become overwhelmed, and supports restful sleep. Each room has an area dedicated to give children the space and time to reflect on their feelings. Children learn how to express and understand their feelings through books and coordinated sensory resources. n Babies and children make significant progress in their speech and language development. Children embrace dressing up in character and retelling familiar stories themselves. Staff repeat single words to support babies to learn their first words. n Staff are good role models and praise positive behaviours such as when children use good manners or share a popular toy. On occasion, staff do not consistently

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need to do better?

reinforce positive behaviours, such as reminding children to put their hand up to speak at group time. This reduces the opportunity for quieter and less confident children to have their opinions heard. n Children become increasingly independent in their self-care skills. Young children instinctively go to the self-care station and attempt to blow their nose themselves, before staff offer support. Children develop good hygiene routines. Healthy lifestyles are promoted when children often grow their own vegetables to eat at snack. At mealtimes they learn to respect their environment and help lay the table and clear up after themselves. n The management team supports staff extremely well, taking an active role in the daily running of the nursery. The team provides training and role model good teaching to successively improve on the already high standards of care that children receive.

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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 build on staff's already high expectations for encouraging positive behaviours, by consistently supporting children to recognise the impact their actions have on others.

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Setting details

Unique reference number EY451581 Local authority Essex Inspection number 10351721 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 44 Number of children on roll 86 Name of registered person St. Osyth Preschool CIC

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reference number

Telephone number 01255 820 937 Date of previous inspection 10 October 2018

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Information about this early years setting

St Osyth Preschool and Nursery CIC registered in 2012 and is run by a community interest company. The nursery employs 20 members of childcare staff. Of these, one holds a relevant degree at level 6, and 17 hold a qualification at level 3 and above. The nursery opens from Monday to Friday for 50 weeks of the year. Opening times are from 8am until 6pm.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discusses the impact of the pandemic with the managers and has taken that into account in their evaluation. n The nursery managers and the inspector completed a tour of the nursery both indoors and outdoors to understand how the early years provision and curriculum are organised. Additionally, the managers showed the inspector the premises and discussed how they ensure it is safe and suitable. n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact that this had on children's learning. n The inspector carried out a joint observation of group activities with one of the managers and also discussed self-evaluation. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities.

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Inspection activities

n Children communicated with the inspector during the inspection. The inspector spoke with parents and carers during the inspection and also took account of their views. n The inspector held a meeting with the managers and also discussed self- evaluation. The inspector looked at relevant documentation such as evidence of the suitability of the staff working in the nursery and a selection of other records.

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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

26 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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