Fledglings Pre School

Inspection of Fledglings Pre School Epping Upland CE Primary School, Carters Lane, Epping Green, Epping, Essex CM16 6QJ

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Overall effectiveness Inadequate

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

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The provision is inadequate

Weaknesses in leadership and management mean that children's welfare is not fully assured. Ofsted has not been provided with the required information in a timely manner for new committee members and the nominated individual, to enable checks on their suitability to be completed. In addition, management and the committee do not have a clear understanding of their roles and responsibilities, and are not proactive in ensuring all statutory requirements of the early years foundation stage are consistently met.

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The provision is inadequate

Despite these weaknesses, children arrive happy and are keen to explore activities on offer. They settle quickly as they are greeted by caring and attentive staff who are genuinely pleased to see them. They leave their parents with ease and settle quickly. Children make choices in their play and are provided with opportunities to develop their self-help skills and become independent. The curriculum is planned around children's interests and what they need to learn next. Although the curriculum meets the needs of most children, including those with special educational needs and/or disabilities (SEND), it lacks challenge for some of the most-able children. Staff encourage children to have a go, before offering them help. For example, children are supported as they independently make good attempts to open packaging at lunchtime and when dressing appropriately in preparation for outdoor play. Staff manage and support children's emotions and

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need to do better?

n While there are breaches in the safeguarding and welfare requirements, staff do have a secure knowledge of the policies and procedures to follow should they have a concern regarding a child's well-being. Through routine training opportunities, staff have a sound knowledge of the possible signs and behaviours that may cause concern that a child may be at risk of harm. n Children confidently speak with visitors to the setting and ask questions as to the purpose of the visit. They thoroughly enjoy singing, which is spontaneous throughout the session. This helps promote their speech and language skills. They use instruments with excitement as they learn rhythm and listen carefully as they follow instruction. They proudly and confidently perform Christmas songs to their parents and receive lots of praise and encouragement for their efforts. n Staff comment that they feel supported through supervisions and training

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need to do better?

opportunities. They comment they feel valued, that their ideas are welcome and their own professional development and well-being are considered and promoted well. n Parents comment the staff are welcoming. supportive and that their children are excited to attend. Many say they feel very grateful for the support they receive

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need to do better?

9 December 2024 from the management and team of staff. n Children have access to fresh air and exercise daily as outdoor play is promoted. They enjoy climbing and riding bikes. They have opportunities to develop large physical skills as a sports coach provides weekly sessions to help children with ball control, throwing and catching skills and to develop their spatial awareness. n Staff support children with SEND well. They work in partnership with parents and other professionals involved with the children's care to implement suitable strategies to support children. They maintain appropriate records and share these as required with relevant agencies. This promotes consistency, both at home and within the setting. n Children are offered a varied curriculum. Staff plan according to children's individual interests and what they need to learn next, promoting the skills they need to be independent learners. However, the curriculum does not always

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need to do better?

challenge the most-able children to build on what they already know and extend their knowledge. n Children are supported with their ideas and to initiate their own play. They access quality resources from easily accessible units. Children are busy and mostly engaged in their play. However, they are not always encouraged to develop a deep understanding of how to take care of the things that they use, such as resources, including books, when they have finished with these.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

provide Ofsted with the required information, in a timely manner, so that suitability checks can be completed for all committee members and the nominated individual 12/01/2025

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Due date

ensure that committee and management members have a secure understanding of their roles and responsibilities. 12/01/2025

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should:

9 December 2024 n plan more opportunities in the curriculum to challenge children's thinking to consistently build on what they already know and can do n help children to understand how to take more care of their environment and resources, particularly when they are leading their own play.

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Setting details

Unique reference number 650013 Local authority Essex Inspection number 10367370 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 Sessional day care

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inspection

Total number of places 40 Number of children on roll 41 Name of registered person Fledglings Playgroup Committee

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reference number

Telephone number 07468584404 Date of previous inspection 6 February 2019

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Information about this early years setting

Fledglings Pre School registered in 1999 and is situated in Epping, Essex. The pre- school employs 10 members of childcare staff. Of these, nine hold an appropriate early years qualification at level 2 or above. The pre-school opens Monday to Friday during term time only, from 8.55am until 2.45pm. It provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager and the inspector completed a learning walk together and discussed the curriculum and what it is that the team want the children to learn. n Children spoke to the inspector during the inspection. n Parents provided the inspector with oral feedback at the inspection. n The manager and the inspector carried out a joint observation together. n The inspector spoke with the staff team during the inspection. n The inspector looked at relevant documentation and evidence of the suitability of the staff working in the pre-school.

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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

9 December 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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