Worlingham Pre-School

Inspection of Worlingham Pre-School Garden Lane, Worlingham, Beccles, Suffolk NR34 7SB

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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

Managers and staff create an ambitious and inclusive curriculum. Children thrive as they engage in the stimulating learning experiences that staff offer. They quickly become curious and independent learners. The pre-school is a hive of activity. Children buzz with excitement and joy. For example, they proudly show adults and their peers how they have written their names. Children can independently choose from a wide range of activities staff have designed, which ignites a curiosity and thirst for learning. This means that children spend long periods engaged at their chosen activity. For example, children love to make 'babychinos' and explore powder paint in the outdoor space, while others concentrate on using peg boards, shapes and wooden hammers to make patterns indoors.

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The provision is good

Staff know the children well. Children feel safe and secure. They demonstrate this by being confident throughout the session. Children develop strong friendships. They work together, solving problems and negotiating well as they play. Children develop the skills of effective learners. For example, they closely work together using magnetic tiles to build a house for their animals, discussing the design. Staff help children to develop a deep love of literacy. For example, staff and children explore the story 'Superworm'. They talk about all the ways Superworm helps his friends and excitedly come up with their own ideas about how he could help them further.

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need to do better?

n Leaders and staff are passionate about delivering the best outcomes for children. The curriculum is designed to continually build on what children know and can do. It equips them with the skills they need for their next stage of learning. For example, children work on their fine motor skills through stamps, mark making on tablets and 'dough disco' sessions, supporting their early writing skills before using pencils to write their names. n All children are supported well. Adaptations are made to support children throughout the session, for example by a gradual settling-in process and introduction to new routines. This means all children are able to access the curriculum in a calm and supported way. This enables them to feel ready and able to learn. n Children learn to become independent. Self-care skills, such as going to the toilet by themselves, are promoted. They wash their hands after playing outdoors or

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need to do better?

messy play. Children learn to put on and take off their own coats and shoes. Children independently chop their snacks and pour their drinks. These are skills in preparation for school. n A particular strength of the curriculum is mathematics. Children love to learn mathematics and excitedly talk about the numbers they are learning. They know

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need to do better?

15 January 2025 their numbers and colours well. Staff support children to count and recognise numbers. For example, staff encourage children to notice patterns in their environment and to add two groups together to make a bigger number. This leads to children having a deep understanding of each number in different contexts. n Partnerships with parents are strong. Parents say staff are caring, kind and approachable. They also say that their children enjoy coming to the pre-school and that they have made progress with their learning. They appreciate the support they receive and know that their children are safe. Parents feel well informed. Information is shared via email, parents' evenings and online apps. n Managers generally have a good oversight of the provision. They use induction and team meetings to share their values, policies and practice with staff. However, managers do not routinely check staff's understanding and

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need to do better?

implementation of some policies. As a result, there are occasionally some inconsistencies in the implementation of some elements of the curriculum. This means not all children will benefit from a consistent approach. n Staff morale is high. They work together extremely well and feel well supported. Opportunities to attend training is available. However, current supervision arrangements are not effective in helping leaders to identify gaps in staff's knowledge and practice. As a result, some aspects of the intended curriculum are not delivered to a consistently high standard.

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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 supervision arrangements so all staff receive incisive feedback and targeted training to develop their understanding and delivery of the curriculum even further.

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Setting details

Unique reference number EY432335 Local authority Suffolk Inspection number 10368069 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 30 Number of children on roll 39 Name of registered person Worlingham Pre-School Committee

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reference number

Telephone number 01502 712 115 Date of previous inspection 7 March 2019

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Information about this early years setting

Worlingham Pre-school registered in 2011 and is run by a voluntary committee. The pre-school employs seven members of childcare staff. Of these, two hold appropriate early years qualifications at level 2 and five hold qualifications at level 3 or above. The pre-school opens Monday to Friday from 8.55am until 3.30pm, during term time only. It provides funded early education for eligible children.

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Inspection activities

n The deputy manager, manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at pre-school. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with special educational needs and/or disabilities. 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 of an activity involving fine motor skills. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the

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Inspection activities

suitability of 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

15 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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