Moor Lane Church

Inspection of Moor Lane Church 226 Moor Lane, Upminster RM14 1HN

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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 in this pre-school. They eagerly run to greet their friends and staff as they say goodbye to their parents. Staff build strong relationships with children. They recognise the positive impact this has on children's learning and development. Children eagerly share their home news with staff, who show they are interested in what children have to say.

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The provision is good

Staff promote the curriculum for communication and language development well. Staff read stories, talk and sing to children frequently. They expose children to new vocabulary and use Makaton sign language to help children communicate. The curriculum helps all children to make good progress from their starting points and prepares them well for school.

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The provision is good

All staff are attentive and are good role models. They have high expectations. Children understand these expectations and demonstrate excellent manners and behaviour. Staff teach children to become increasingly independent in self-care practices. They encourage children to wash their own hands before meals and after using the toilet.

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The provision is good

The pre-school is at the heart of the local church community. Children and their families feel valued and have a strong sense of belonging. Parents spoke to the inspector about the great relationship their children have with the pre-school team.

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need to do better?

n Leaders are committed to constantly improving and providing good-quality care. Staff speak positively about the support they receive through regular supervisions and guidance. Leaders understand the importance of continuous professional development and encourage staff to access regular training that is relevant to their roles and the needs of the children. n Staff encourage children's curiosity and positive attitudes towards learning. They ensure that the learning environment is prepared well with a good range of activities that match children's interests. Children explore the environment and remain busy in their play. For example, children explore some ice in the garden and staff freeze in the water to extend the children's learning further. The children delight as they smash the ice and the staff show children how the ice turns into water as it melts. n The pre-school team have good relationships with agencies that offer support for

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need to do better?

children with special educational needs and/or disabilities (SEND) and seeks their advice promptly when required. They integrate effective strategies for children with SEND into staff's practice. Staff quickly recognise when children have additional needs and offer effective and timely support. Parents are happy

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need to do better?

27 November 2024 with the progress their children make. Staff give detailed handovers to parents and meet regularly to discuss their child's progress. This helps to identify and respond to any gaps in the children's learning. n Children show they have a keen interest in books. Staff provide a range of fiction and non-fiction books for the children to explore. This helps to foster an early interest in reading and stories. Currently, the children are enjoying a book about a hedgehog. Children explore, using a fork dipped in paint, how to make hedgehog's quills. Staff provide varied opportunities for children to practise their early writing skills through everyday activities, such as providing clipboards in the role-play area, which children use to make a shopping list. n Staff engage in play alongside children and initiate meaningful conversations. Children are confident and secure. Staff support children to engage in the

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need to do better?

various activities on offer. However, children and staff are at times unclear on what is happening next. This leads to children becoming unsettled and not ready to engage in the next part of the routine. n The standard of teaching is good. Staff often have excellent interactions with the children and help them to build upon what they already know. However, group times do not always enable all children to gain the most from the activity. At times, staff do not organise the session in a way which engages the group. As a result, some children find it difficult to focus their attention, which disrupts the learning of others.

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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 consider the organisation of group times to enable all children to participate effectively and gain the most from learning opportunities n support all children further to understand what is happening now and next during their daily routines.

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Setting details

Unique reference number EY501035 Local authority Havering Inspection number 10364149 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 28 Number of children on roll 17 Name of registered person Moor Lane Church Pre-School

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reference number

Telephone number 07599930469 Date of previous inspection 28 January 2019

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Information about this early years setting

Moor Lane Church pre-school registered in 2016. It is situated in Cranham in the London Borough of Havering. The setting opens term time only. Sessions run on Monday from 9am to 12.10pm and on Tuesday, Wednesday and Friday from 9am to 3pm. There are five members of staff, four of whom hold relevant early years qualifications.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the pre-school and discussed the early years foundation stage curriculum. n The inspector talked to children and staff at appropriate times during the inspection. n The manager 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 manager and the inspector carried out a joint observation during snack time. n Parents shared their views of the nursery with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

27 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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