Little Oaks Pre School

Inspection of Little Oaks Pre School 47 Wretton Road, Stoke Ferry, KING'S LYNN, Norfolk PE33 9QJ

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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 thoroughly enjoy their time spent in this warm and welcoming environment. New children settle quickly and follow the routines with ease. Staff greet children as they enter and remain close by to offer a supporting hand as children locate their peg and store their belongings. Children develop strong bonds with their peers. Staff encourage children to play cooperatively with each other. They purposefully plan paired and small-group activities to introduce new children. During group times, staff remind children what it is like to be new and suggest ways in which they could help their new friends settle in. As a result, children show consideration to each other and learn the language of feelings. They enjoy taking responsibility for tasks and demonstrate high levels of self-assurance and self- esteem.

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The provision is good

All children benefit from a well-planned and ambitious curriculum. They enjoy plenty of opportunities to play and explore outdoors in the fresh air. Following registration, children have free access to both outdoor and indoor play. They demonstrate positive attitudes to learning. Children are excited to explore the wide range of stimulating opportunities that staff plan. For example, children experiment outside as they snip flower petals and squeeze sliced fruits into water. They create 'potions' and comment on the scents they create. Indoors, children explore fruits and vegetables. They learn to cut and slice them independently. Staff encourage children to taste these new foods and introduce them to new vocabulary, such as 'sour', 'sweet' and 'juicy'.

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need to do better?

n Following the COVID-19 pandemic, staff identified that children were struggling with their communication and language skills. Accordingly, leaders have prioritised staff training in this area to promote children's communication and language development. They have introduced many ways to support children's growing communication skills. For example, staff have introduced signing, which children quickly replicate. They make effective use of group times to promote children's listening and attention. Children demonstrate high levels of confidence as they speak in larger groups and share ideas. n Staff know the children well. They use effective methods of assessment to identify children's current stages of learning and to plan opportunities to build on what they know. However, during some activities, staff do not always recognise when children require additional input and challenge. Therefore, some children

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need to do better?

lose interest in activities quickly. n Staff encourage children to manage their own self-care needs. For example, they collect their own plates and cups for mealtimes and serve their own food. Children use cutlery competently and tidy away their dishes after eating. They

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need to do better?

11 September 2024 dress themselves for outdoor play and learn to apply sunscreen. This means that children become increasingly independent and are ready for their next stage of their learning. n Staff skilfully create excitement in their storytelling. Children listen intently. They recall events from favourite stories and anticipate what will happen next. Staff ask questions, set tasks and leave gaps in their reading for children to call out. This helps children to maintain engagement. In addition, leaders have developed a library to ensure all children have access to stories at home. This helps children to develop a love of books. n Staff strive to build strong relationships with parents. They invite parents to attend the setting regularly to join in with their children's learning. For instance, they host craft sessions and nature walks to a nearby common. Staff regularly share information with parents about their children's learning and development

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need to do better?

and provide advice to support their learning at home. Parents say their children love attending the setting. They appreciate the wide range of activities and outdoor learning opportunities their children receive. n Leadership is strong. Staff receive regular supervisions and annual appraisals. In addition to mandatory training, staff have opportunities for ongoing professional development. Any training completed is cascaded to the team during staff meetings to ensure everyone keeps their knowledge and skills up to date. Leaders and staff work well together. There is a strong focus on staff well-being, and staff confirm they feel fully supported.

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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 offer consistent challenge in activities so that all children remain engaged and have time to solve problems independently.

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Setting details

Unique reference number EY246821 Local authority Norfolk Inspection number 10354739 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 24 Number of children on roll 23 Name of registered person Little Oaks Pre-School-Stoke Ferry Committee

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reference number

Telephone number 01366 502 150 Date of previous inspection 5 November 2018

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Information about this early years setting

Little Oaks Pre School registered in 1996 and is run by a committee. The setting employs six members of childcare staff. Of these, five hold appropriate early years qualifications at level 3 or above, including the manager, who has early years professional status. The setting operates from 8.30am to 3.30pm, Monday to Friday, during term time. In addition, the pre-school offers a holiday club during the holidays. The setting provides funded early education for two-, three- and four- year-old children.

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Inspection activities

n The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The manager and inspector carried out a joint observation of an activity. n The inspector spoke to several parents and looked at parents' testimonies to seek their views on the setting. n The inspector looked at relevant documentation, including evidence of staff's suitability.

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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 September 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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