Cavendish Pre-school

Inspection of Cavendish Pre-school Jubilee Room Memorial Hall, Melford Road, Cavendish, Sudbury, Suffolk CO10 8AD

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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 demonstrate their happiness as they arrive at this delightful pre-school. Staff greet children with reassuring smiles and enthusiasm. This helps children to part from their parents and quickly settle into their busy day. Staff support children to become independent. Children confidently place their coat on labelled hangers and put their snacks into their bags before changing into their slippers. Staff have an excellent knowledge of children and meet their individual needs well. A high priority is placed on helping children feel safe and secure. The robust key-person system ensures that children feel welcomed and have a sense of belonging at the pre-school.

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The provision is good

Behaviour is very good. Children are developing an understanding of a range of feelings and emotions. Staff consistently talk to children about how they are feeling and why. Children confidently express a range of emotions, such as happy and sad. They connect these to experiences at the pre-school, such as when they feel tired or have minor disputes with friends. Children are kind to their friends. They offer to help them when they notice they are facing challenges, such as hanging up their coats. Staff praise children often. As a result, children show pride in their accomplishments. They exclaim, 'I did it', when they successfully roll out the dough.

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need to do better?

n Staff know children well. They talk confidently about the start points for children and use their knowledge of child development to help children make progress in their learning. n Children work together on tasks, such as completing puzzles, Adults skilfully support children, offering important information such as how to match the colours and pictures. This helps children develop perseverance and confidence in their abilities, meaning they are able to problem solve by themselves. n Children use mathematical language in their play. They remember that the number two equals two fingers and five is the bigger number. They hear language such as 'bigger and heavier' and apply these concepts to their work and play. n Staff engage well with children. They show interest and use back-and-forth conversation as they play. Children share their ideas and stories with adults, who listen and support their narrative as they explain, 'when the ice queen turns

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need to do better?

everything to ice'. As a result, children are becoming confident communicators, who use language well to express themselves and their ideas, thoughts and feelings. n Storytelling is impressive. Staff immerse children in stories such as 'The Gingerbread Man'. They connect prior learning to the story, such as recalling

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need to do better?

9 January 2025 when they baked cakes. n Children recognise the letter sound at the beginning of their name. They confidently identify other words that begin with the same letter sound, such as 'snake' and 'snow'. Children have the opportunity to practise their early writing in their play. They draw on large drawing boards in the garden, make marks in foam with brushes, and scribe in notebooks. They use dough regularly to develop hand strength and dexterity. n Staff help children learn about the wider world. They learn about different countries, including Australia and Antarctica. Children place postcards on the display and share their discoveries about the countries they visit. n Children with special educational needs and/or disabilities (SEND) make particularly good progress. This is because leaders place a high priority on providing the appropriate support that children need to make the progress they

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need to do better?

are capable of. n Leaders use assessment to identify the progress children make. This is shared regularly with parents online. Reports and feedback are especially detailed for children with SEND, which helps to engage parents in targets and next steps. However, this is not as detailed for other children and, therefore, opportunities for shared learning are not as strong. That said, parents comment on how happy children are and that they would not choose anywhere else for them. n Leaders use evaluation well. Regular observation provides leaders with oversight of teaching and the impact this has on the progress children make. Staff have regular supervision to talk about the quality of their teaching and ongoing support. Leaders have developed strong community links with the church and local school. They also have a strong committee. They use feedback from these partnerships to review the provision they offer. However, leaders have not yet

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need to do better?

extended the gathering of feedback to include views of parents, to further support their commitment to continuous improvements.

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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 extend the sharing of highly detailed information about children's progress to include all parents, enabling them to further support learning and development at home n develop further the use of evaluation to regularly include the views of parents and further identify areas for development within the setting.

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Setting details

Unique reference number 251441 Local authority Suffolk Inspection number 10364231 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 17 Number of children on roll 18 Name of registered person Cavendish Playgroup Committee

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reference number

Telephone number 07766630887 Date of previous inspection 31 January 2019

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Information about this early years setting

Cavendish Pre-school registered in 1992 and is located in Sudbury, Suffolk. The pre-school employs five members of childcare staff, all of whom hold appropriate early years qualifications at level 3 or above. The pre-school opens Monday to Friday during term time. Sessions are from 8.30am until 3.30pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The provider joined the inspector for a learning walk and discussed how the curriculum for the pre-school is organised. n The inspector carried out a joint observation of a story session. n Parents shared their views with the inspector and their comments were taken into account. n The inspector observed teaching and learning, and the interactions between staff and children, both indoors and outdoors, and assessed the impact this has on children's development. n The provider shared relevant documentation, including suitability records and first-aid details of staff members.

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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 January 2025 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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