Roydon Pre-School C.I.C

Inspection of Roydon Pre-School C.I.C Roydon Village Hall, Harlow Road, Roydon, HARLOW, Essex CM19 5HH

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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 content and happy at this welcoming setting. They form secure relationships with the kind and caring staff team. Staff make best use of the initial and ongoing information they obtain from parents to plan a meaningful curriculum around children's interests and developmental needs. All children make good progress in their learning and development. They show high levels of engagement as they enjoy exploring and experimenting how to use a rich range of objects in several small suitcases containing sand. Children are independent for their age. They manage their own care needs with minimal support and persevere at tasks, such as putting on and taking off their coats.

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The provision is good

Children are given the time to develop their critical thinking skills. They work out how to pour water into their chosen container when it runs out. Staff's effective use of questions encourage children to express their thoughts and ideas, these are truly valued by staff and used to help embed previous knowledge. Children remember a story set in Africa and pretend they are travelling there by train. They discuss the animals native to Africa and learn that giraffes, and other characters in stories have the same colour tongue. Staff are positive role models and consistently implement the setting's rules. This helps children to understand the high expectations in place.

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need to do better?

n Leaders implement a well-sequenced curriculum for children. This places an emphasis on supporting children to be respectful individuals and articulate communicators. Staff have a detailed understanding of what their key children know and what they can do. They plan a variety of exciting activities that strengthen children's sense of belonging in the local community. These experiences also inspire curiosity and a sense of wonder about the wider world. For example, children visit the local farm and learn about the life cycle of crops, they also experience travelling on a train to a country park to observe wooden sculptures of insects. Regular visits from members of the community support children's understanding of different occupations and cultures. However, children who prefer to learn outdoors while at the setting are not supported as well. This is because staff do not yet apply the same level of consideration to the planning

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need to do better?

and provision of activities outdoors. n Partnerships with parents and other providers that children attend are strong. There is a good two-way flow of communication. Staff consistently keep parents fully informed of their child's good progress and opportunities to support learning at home, such as online workshops that replicate the same strategies used in the setting to enhance children's communication and language. Parents have a real sense of belonging at the setting. They speak very highly of the staff

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need to do better?

30 September 2024 team and the provision they provide. Parents comment how impressed they are with the 'nurturing environment'. n Staff successfully support children with special educational needs and/or disabilities. They work in close partnership with other professionals and the local authority to implement specific strategies. This enables them to make good progress in relation to their starting points. There is a strong commitment to inclusion. Staff ensure that children in receipt of additional funding benefit from initiatives that provide them with the experiences they need. n Staff inspire children to keep active and develop good physical skills. Children enjoy climbing trees and swinging on a tyre in the outdoor area. Indoors, children explore moving their body in different ways to music. Staff empower children to assess their own risks. Children learn about where food comes from. They plant and nurture a range of fruit and vegetables at a nearby allotment

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need to do better?

area. Children harvest the produce when ready and use these in baking activities. Overall, snack and mealtimes are a social experience. Staff sit with children at lunchtime, however, they miss opportunities to build on children's growing understanding of how the food they eat benefits their body and encourage healthy eating choices. n The calm and organised environment supports children to behave well. They show respect towards each other and staff. For example, during small-group activities they know to wait for their turn to speak. They listen well and eagerly respond to staff's instructions, such has helping to tidy away what they have finished playing with. Staff support children to flourish in their self-esteem and confidence through lots of positive praise for their achievements and carrying out age-appropriate responsibilities. n Leaders and the staff team are dedicated to their roles, they consistently reflect

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need to do better?

on their practice. Staff supervision is effectively used to identify opportunities for ongoing professional development. Recent training has had a positive impact on helping children to express their feelings. Staff well-being is a priority.

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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 the outdoor curriculum to fully support those children who prefer to learn outdoors n build on learning opportunities as they arise to extend children's understanding of healthy choices.

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Setting details

Unique reference number EY423758 Local authority Essex Inspection number 10355460 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 30 Number of children on roll 23 Name of registered person Roydon Pre-School CIC

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reference number

Telephone number 07931797809 Date of previous inspection 29 November 2018

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Information about this early years setting

Roydon Pre-School C.I.C registered in 2010. The setting is open from 9am until 3pm on Monday, Tuesday and Thursday and from 9am until 12 midday on Wednesday and Friday, term time only. There are six staff members who work directly with the children; of these, four hold relevant childcare qualifications at level 3 or above. The setting provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The co-manager and inspector completed a learning walk across all the areas of the setting to understand how the curriculum is organised. n A joint observation of an activity was carried out by the inspector and one of co- managers. The inspector observed the quality of teaching during activities indoors and outdoors. She assessed the impact this has on children's learning. n The inspector held a number of discussions with staff at appropriate times during the inspection and also spoke to children. n The inspector held a meeting with the co-managers. She looked at relevant documentation, such as evidence of the suitability of staff working in the setting. n The inspector took account of the views of parents spoken to on the day and their written feedback.

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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

30 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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