Marham Village Pre-School

Inspection of Marham Village Pre- School Cherry Tree Academy Marham Junior School, Hillside, Marham, Norfolk PE33 9JJ

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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 Requires improvement

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The provision is good

Staff find out detailed information from parents about children's needs before they start at the setting. This helps staff develop close relationships with children. Children settle well into the setting. They feel safe and secure. Staff are warm and nurturing. They know their key children well and support their individual needs. Staff promote children's independence. Children go to the toilet themselves. They wash their hands for snack. Staff teach children how to put on their own gloves and hats. Staff model manners and encourage sharing. They swiftly and positively intervene when there are issues with children's behaviour. Children receive rewards for being kind to each other. They are proud to see their photos displayed on the 'kindness tree'.

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The provision is good

Children enjoy their time in the setting. They learn to respect and value others. Children with special educational needs and/or disabilities (SEND) are warmly welcomed into the setting. Leaders have developed curriculum aims for all children to achieve. These are adapted so that children with SEND can also make progress. There is a strong focus on using sensory experiences for all children to learn. Children from disadvantaged backgrounds are well supported. They make good progress with their learning and development.

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need to do better?

n Staff keep children safe and secure. They carry out risk assessments and deploy staff effectively so that children are supervised. Staff provide healthy snacks and drinks for children. Mealtimes are a social occasion. Children learn to sit and socialise with each other. Staff support children's physical development. Outside, they help children build an obstacle course, and children practise their balancing skills. Children use the large swing and apparatus to develop their physical abilities. n Staff support children to develop their language skills. They read stories with children and sing songs. Staff teach children how to use sign language to communicate. Children enjoy talking to staff about their lives and experiences. Staff use spontaneous opportunities to support emergent literacy. Children draw shapes and letters in ice and sand. Staff embed counting in learning experiences. Children use different shaped cutters when playing with the play

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need to do better?

dough. This helps them to develop their mathematical understanding. n Children learn about the world around them as they look after the setting's pets. They learn about responsibility as they feed and clean out the rabbits. Children spend a long time making mud soup in the 'kitchen' outside. Staff help them explore what happens when they add ice to the mixture. Staff provide role-play areas for children to play imaginatively. Children learn what it is like to go to the hairdressers.

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need to do better?

21 November 2024 n Staff bring in a corn snake for children to learn about. They teach children new vocabulary, such as 'forked' and 'scales'. Staff gently encourage children to touch the snake. Children eagerly draw the snake. They also create snakes out of paper plates. Other children make snakes out of dough. However, sometimes activities are not planned well enough to extend older children's learning. This means, occasionally, children miss out on more challenging activities. n Parents speak highly of the setting. They are very appreciative of the support provided to children with SEND. They comment that their children make good progress in this setting and are fully included in all activities. Parents receive regular communication about their children's progress. Staff assess children's development and identify areas that require further support. They work in partnership with parents, professionals and local schools to ensure that

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need to do better?

children's needs are met. n Leaders reflect on their roles and develop practice. Leaders arrange targeted training for all staff to attend. This helps to develop the teaching practice in the setting. Staff feel well supported by leaders. New staff are inducted well into the setting. They feel like part of the team. Leaders support staff to gain qualifications. Leaders care deeply about the setting. They are passionate about the care and education children receive and take the action needed to continually improve the setting.

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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 give more consideration to the planning and teaching of activities to ensure that they provide suitable levels of challenge for all children.

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Setting details

Unique reference number EY537773 Local authority Norfolk Inspection number 10326161 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 25 Number of children on roll 13 Name of registered person Marham Village Pre-School Committee

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reference number

Telephone number 01760 338094 Date of previous inspection 29 November 2023

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Information about this early years setting

Marham Village Pre-School registered in 2016. The pre-school employs four members of childcare staff, two of whom hold early years qualifications at level 3 and above. The pre-school opens from Monday to Friday, during school term time. Sessions are from 8.30am until 3pm. The pre-school provides government funded early education for all eligible children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The deputy manager, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n Staff spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and the manager carried out a joint observation of a communication and language activity. n The inspector spoke to several parents during the inspection and took account

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Inspection activities

of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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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

21 November 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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