Gillingham Early Years

Inspection of Gillingham Early Years Gillingham Early Years, Loddon Road, Beccles, Suffolk NR34 0LD

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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 are happy to come into the pre-school. They are warmly welcomed and helped to settle in by the staff. Consistent routines, such as self-registering, putting away belongings and ringing the bell for snack time, provide a sense of security and predictability. This supports children's emotional well-being, while teaching them to follow the pre-school's rules and confidently navigate their daily activities.

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The provision is good

Children benefit from positive interactions with staff who know them well. Children lead their play while staff support and expand their knowledge. For example, when searching for minibeasts in the garden, staff help children identify what they find. Children listen attentively to instructions and engage in the activity for prolonged periods of time. When staff ask questions, they allow children the opportunity to recall prior learning and build on their knowledge. Staff support children by extending their language. For example, they introduce new words, such as 'burrow', as children dig, looking for worms in the garden.

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The provision is good

Staff have high expectations of children's behaviour. Children generally behave well as they have clear and consistent boundaries. When children do struggle to regulate, staff use appropriate strategies to help support them.

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need to do better?

n The curriculum is well designed, with a focus on encouraging children to become independent learners. Children know how to access different resources to help them adapt and change their play. This helps boosts their self-esteem and confidence as they experience the satisfaction of accomplishing tasks on their own. The variety of activities on offer fosters a love for learning, helping children discover their interests and strengths. n There are many different opportunities for children to develop their physical strength through play. For example, outside they practice climbing, running and reaching up high to paint fence panels with brushes and water. Children use plastic syringes to draw up water from the tuff tray and dispense it into small jars. Practising their fine and gross motor skills helps prepare children for the next stage of learning, such as writing. n Staff engage well with children as they play. However, they do not consistently

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need to do better?

focus on the specific learning objectives for individual children during their interactions. This limits the speed at which some children make progress in their learning. n Children develop a love of reading and books through the repetition of stories and songs. Staff use props alongside stories to engage and broaden children's knowledge. For instance, during story time, staff use props. This prompts children to think about counting and days of the week as well as what comes

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need to do better?

17 July 2024 next. Children clearly enjoy the story as they repeat familiar phrases from the book and predict what will happen next. n The provision for children with special educational needs and/or disabilities is effective. Staff work closely with parents and other agencies to ensure children receive the support they need. Their plans and interactions are specifically tailored to meet the individual needs of the children. For example, they find alternative ingredients when cooking with the children and during messy play. This ensures that all children are seamlessly included in all activities. n Leaders are committed to delivering positive outcomes for the children and their families. They go above and beyond to ensure children receive the inclusive care they deserve. Staff speak encouragingly about the support they receive. They express they are encouraged to pursue training that enhances their professional

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need to do better?

growth. This benefits the care and education children receive. n Parents explain how staff take on board their children's individual personalities. This helps children to value themselves and their understanding of what makes them unique. They have every confidence in the staff and are very grateful for their diligence and hard work. This helps foster trusting partnerships which encourages greater parental involvement and support for children's development.

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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 strengthen teaching practice to ensure that children receive consistent high- quality interactions to enhance their learning further.

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Setting details

Unique reference number EY434071 Local authority Norfolk Inspection number 10344411 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 20 Number of children on roll 32 Name of registered person Luckham, Tonia

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reference number

Telephone number 01502 471861 Date of previous inspection 27 September 2018

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Information about this early years setting

Gillingham Early Years registered in 2011. The pre-school employs six members of childcare staff. Of these, four hold appropriate early years qualifications at level 3 or above. The pre-school opens from Monday to Friday, during term time only. From Monday to Thursday sessions run from 8.30am until 4pm. On Friday, the session runs from 9am to 1pm. 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 joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector carried out a joint observation of a group activity with the manager. n Parents shared their views of the pre-school with the inspector.

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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

17 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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