Great Wakering Pre-School

Inspection of Great Wakering Pre- School Community Centre, High Street, Great Wakering, SOUTHEND-ON-SEA SS3 0EJ

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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 form close relationships with the friendly staff team who offer support when needed. Children are happy and play cooperatively with their peers. Staff plan and provide an ambitious curriculum for all children, including those who have special educational needs and/or disabilities (SEND). Children gain a wealth of skills that prepare them well for their move on to school. They move around the pre- school confidently making independent choices, such as when to have snack or whether to play inside or outdoors. Staff skilfully extend children's learning, engaging them in discussion. For example, they discuss the numbers and symbols they create as they draw on the paving stones outside with chalk.

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The provision is good

Staff successfully foster children's curiosity, providing interesting learning experiences that motivate them to join in and investigate. Children enjoy being outside in the garden. They develop their confidence and friendships as they take imaginary boat rides together. Children enjoy the different sensory experiences offered, such as squashing their toes down into the cold soft sand. Children are learning to talk about their emotions, and supportive staff help them to manage their behaviour. They develop their strength as they climb and balance on the equipment. Staff teach children to follow good hygiene routines, such as handwashing, and explain why these are important. Children learn about the things that contribute to a healthy lifestyle, such as exercise, eating a balanced diet and looking after their teeth.

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need to do better?

n The managers and staff team know the children well. They have a clear understanding of the skills they want children to learn. They provide a broad and ambitious curriculum that they centre around the children's interests and learning needs. This allows staff to focus on providing effective support for children's learning where they need it the most. Staff support children well, including those children with SEND. Staff are reflective and proactive to help children achieve. n Children have a positive attitude to learning. They gravitate towards staff and show great excitement when staff get involved in their play. For example, outside, children use magnifying glasses and binoculars to search for bugs and different items during a scavenger hunt. Together, they create obstacle courses. Children develop their large motor skills and core strength as they practise balancing on and travelling over small blocks, crates and tyres.

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need to do better?

n Overall, staff provide a rich learning environment where children are constantly exposed to language and words. For example, children learn new words, such as 'oozy' and 'swirling' from familiar stories, such as 'We're going on a bear hunt'. Staff encourage children to talk and express themselves. However, at times, they

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need to do better?

11 July 2024 do not give children time to think and respond when asking questions. n Staff are good role models for children. They prioritise opportunities to teach children about their feelings and emotions. For example, as children spend time in the newly created calm area, they have the opportunity to think and reflect on what is happening around them. They listen to stories, which helps them make connections with how they are feeling. n Staff encourage children to be independent in their self-care, ready for the move to school. They hang their coats up and place their belongings into their individual container when they arrive at pre-school. Staff encourage children to wash their hands and use the toilet independently. This helps children develop healthy routines for the future. n Partnership with parents are good. They receive regular updates on how their children are progressing. Home visits and information gathered when children

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need to do better?

start support partnership working effectively. Trusting relationships are formed and built in the best interests of the children. Settling in and transitions are well supported, helping children feel safe and secure. Parents praise the staff on the care their children receive and then nurturing attitude. They are reassured their children are well cared for at preschool. Parents believe their children receive a good foundation as they move on to the next stages of education. n The managers value their team. Staff are motivated to continue their professional development. Regular supervision, training and coaching help them to strengthen their own knowledge and understanding of how children learn.

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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 recognise when to give children more time to process their thoughts and ideas when responding to questions.

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Setting details

Unique reference number EY501657 Local authority Essex Inspection number 10344388 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 40 Number of children on roll 70 Name of registered person Great Wakering Pre-School LLP

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reference number

Telephone number 01702216158 Date of previous inspection 20 September 2018

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Information about this early years setting

Great Wakering Pre-School registered in 2016. The pre-school employs 10 members of childcare staff, all of whom hold appropriate early years qualification at level 2 or above. One manager holds early years professional status. The pre- school operates term time only. Sessions run from 8.30am to 3.30pm, Monday to Friday. 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 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, deputy manager and the inspector completed a learning walk of the pre-school, inside and outdoors. n The inspector carried out a joint observation of an activity with the manager, and together they evaluated this together. n Children spoke to the inspector about what they enjoy doing in the pre-school. n The inspector's reviewed relevant documentation, including the suitability checks of all adults working in the pre-school. n Staff spoke with the inspector at appropriate times during the inspection. n The inspector took account of parents written testimonials.

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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 July 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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