Copdock and Washbrook Pre-school

Inspection of Copdock and Washbrook Pre-school Pheasant Rise, Copdock, Ipswich, Suffolk IP8 3LF

p.1

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

p.1

The provision is good

Children happily enter this cosy, inclusive pre-school as the caring and nurturing staff welcome them at the door. Children immediately show a sense of independence and belonging when hanging up their coats on their peg before finding their name card and self-registering their arrival. The management team maintains close relationships with local schools, which supports children's seamless progression to school. Additionally, it offers bespoke settling-in processes and weekly stay-and-play sessions. This means children gradually build attachments with their key persons and feel relaxed and safe in the learning environment that is familiar to them from the start.

p.2

The provision is good

Children develop a love for reading as fun-loving staff bring stories to life through stimulating activities and playful interactions. Additionally, children choose books of interest to them from the mobile library. During a 'bear hunt' game, children extend and consolidate their learning of positional language in play. While joyfully describing to peers where to find the bear they have hidden, they copy language used previously by staff, such as 'behind' or 'inside'. Children are very well behaved. They offer to pour their peers a drink and patiently wait their turn to serve their own snack. Staff provide meaningful praise for these well-established social skills, which encourages children to repeat these positive behaviours.

p.2

need to do better?

n Children benefit from small and specific group learning opportunities that are purposeful and consider children's individual interests. For example, staff provide a letter-tracing activity to support children's developing interest in learning letters in their name. They become highly engaged as they practise early writing skills in preparation for school. However, occasionally, staff's interactions during children's play are not considered enough to consistently challenge and extend children's specific next steps in learning. n The implementation of robust, ongoing planning and assessment processes mean staff swiftly notice any gaps in children's learning and development. The management team and staff build and maintain strong relationships with parents and any other external agencies working alongside. This collaborative working means all children, including those with special education needs and/or

p.2

need to do better?

disabilities (SEND), continually make progress in all areas of learning. n Staff promote a positive culture of respect and empathy towards others. They respond sensitively and consistently to those children who find it difficult to understand and regulate their emotions. Staff provide strategies, such as introducing sand timers, to help them negotiate turn-taking games effectively. Consequently, children are learning to accept the needs of others and solve any conflict themselves. This is evident when children initiate writing their name on a

p.2

need to do better?

16 January 2025 list, informing others that they wish to have a turn at using a popular drinking cup at snack. n Children enjoy sitting at the table with their peers at mealtimes. Adults prioritise children's safety by sitting with them and giving gentle reminders to support safe eating. For example, staff appropriately explain the importance of finishing mouthfuls of food before talking to reduce the risk of choking. Children are becoming increasingly independent in carrying out their self-care routines. Without prompting, children put empty packets in the bin and wash their plates after eating. n Resources are of high quality. As children explore the resources, staff interact well and play alongside children, instigating discussions such as talking about shapes in the environment. Children begin to problem-solve themselves as they describe how their cracker is a triangle shape because it has three sides.

p.2

need to do better?

n Staff support healthy lifestyles by promoting plenty of outdoor, physical exercise, including weekly yoga sessions. Children understand the importance of staying hydrated when regularly helping themselves to drinking water throughout the day. Children grow fruit and vegetables and look forward to weekly cooking sessions. Despite staff's knowledge and clear ambition to enhance, and support children to make, healthy food choices, occasionally at mealtimes, staff's interactions are not always effective at reflecting this. n Parents are complimentary about the professionalism and friendly approach from the entire staff team. They remark on good communication, including regular updates of their child's progress. Parents report on how their children have particularly progressed in their speech and language development since attending.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n help staff further reflect on children's learning priorities and use of available resources during their play to help them achieve their next stage of learning n build on already good teaching opportunities to give clear and consistent messages that support children to consistently make healthy food choices.

p.3

Setting details

Unique reference number 251456 Local authority Suffolk Inspection number 10368105 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

p.4

inspection

Total number of places 18 Number of children on roll 66

p.4

Name of registered person

Copdock and Washbrook Pre-School Committee

p.4

reference number

Telephone number 01473 731047 Date of previous inspection 8 March 2019

p.4

Information about this early years setting

Copdock and Washbrook Pre-school registered in 1991. The pre-school employs four members of childcare staff. Of these, one holds early years professional status, and three hold relevant qualifications at level 3 or above. During term time, sessions run from 7.45am until 6pm, Monday to Thursday and on Fridays from 7.45am until 4.30pm. During school holidays, sessions run from 8am until 4.30pm, Tuesday to Thursday. The pre-school is closed on bank holidays and during the first week of August. The pre-school provides funded early education for eligible children.

p.4

Inspection activities

n The manager and the inspector completed a tour of the pre-school, both indoors and outdoors, to understand how the early years provision and curriculum are organised. Additionally, the manager showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact that this has had on children's learning. n The inspector carried out a joint observation of group activities with the manager and also discussed self-evaluation. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n Children communicated with the inspector during the inspection. The inspector spoke with parents and carers during the inspection and took account of their views. n The inspector held a meeting with the manager and also discussed self-

p.5

Inspection activities

evaluation. The inspector looked at relevant documentation, such as evidence of the suitability of the staff working in the pre-school and a selection of other records.

p.5

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.

p.5

Inspection activities

16 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6