Sinfin Community Childcare

Inspection of Sinfin Community Childcare Sinfin Community Centre, 50 Swallowdale Road, Sinfin, DERBY DE24 9NT

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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

Staff create a warm and welcoming environment, where children feel safe and secure. Children arrive happy and excited to greet staff and their friends. They soon settle in their self-chosen activities. Staff know the children exceptionally well and skilfully adapt activities to ensure that children, including those with special educational needs and/or disabilities (SEND), are fully supported to reach their potential and achieve good outcomes. Children thrive in the inclusive environment. The pre-school is firmly rooted in the local community it serves. Staff have a deep understanding of the local community and have built strong networks with different community groups that share their building. They use these networks to help provide a wide range of activities and experiences for children to develop their awareness of the local community and the wider world.

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The provision is good

Staff foster children's love of books. They carefully consider the age and stage of development of the children and choose engaging picture books to spark children's interest in imaginative tales. Children enthusiastically join in with the story and show delight in using props to help retell the story. For example, they use their hands as a telescope and talk about what they can see. Children are deeply engaged and show they are confident communicators as they talk to each other about the story.

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need to do better?

n Parents are exceptionally complimentary about the pre-school. They value the care and attention that staff provide for children, commenting that ' they go above and beyond to support us as a whole family.' Parents receive regular information about what their children have been doing each day and how they are progressing. They say they are supported to extend children's learning at home. n Staff provide children with SEND with the best start in their educational journey. They use their knowledge and understanding of children's individual needs to carefully plan next steps in learning and development. Early intervention and meaningful support help children to make good progress. n Snack and mealtimes promote children's social skills as staff sit with children and initiate conversations. Children are encouraged to carry out a range of tasks by themselves, such as pouring drinks and putting on their outdoor clothing. This

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need to do better?

helps children to develop their independence skills. n When children first start attending pre-school, staff take time to find out all about them. Staff's priority is to develop children's personal, social, communication and language skills. They use any extra funding that they receive to support the children. For example, they have purchased resources to help to develop a quiet and calming space in response to some children's needs. They

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need to do better?

24 January 2025 use this area to help children to manage their own emotions when they become unsettled. n The management team are supportive of staff. They place high importance on staff's well-being, consequently, staff say they feel valued and looked after. The management team spend time reflecting on practice, completing staff supervisions and offering staff training. However, further support to staff through additional coaching and monitoring would help to enhance their teaching skills to an even higher level. n Staff promote children's physical development well. They provide ample opportunities for children to practise using their large and small muscles. Children thoroughly enjoy using the garden area to climb, ride bicycles and balance. They demonstrate good spatial awareness as they run around. Furthermore, children play cooperatively together. They wait patiently for their friends to finish their turn and share the resources with kindness and respect for

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need to do better?

one another. n Staff know how to implement the well-sequenced curriculum. Activities and experiences are carefully planned and organised. For example, a play dough station is provided to help build up children's dexterity and strength in their hands and fingers. This prepares children for toilet training, where they will need to be able to undress and dress independently. Staff interact positively with children and play alongside them. However, there are times when staff are overly directive, reducing opportunities for children to lead their own play and test out their ideas.

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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 implement more opportunities for coaching and monitoring of staff's teaching skills to increase their knowledge of how children can gain the most from learning experiences n enable children to follow their own ideas when engaging with self-chosen activities.

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Setting details

Unique reference number EY456892 Local authority Derby Inspection number 10367540 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 30 Number of children on roll 26 Name of registered person Sinfin Community Childcare

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reference number

Telephone number 01332 762963 Date of previous inspection 12 February 2019

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Information about this early years setting

Sinfin Community Childcare registered in 2012. The provision is run by a trust of directors. It opens Monday to Friday from 8.30am until 4pm, during term time only. The provision runs a holiday club. There are six members of childcare staff. Of these, five hold an early years qualification at level 3 and one has a level 4 early years qualification. The provision provides funded early years education for two-, three- and four-year-old children.

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Inspection activities

n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke to the inspector throughout the inspection. n The inspector spoke with staff at appropriate times throughout the inspection. n The inspector carried out a joint observation with the manager and deputy manager. n The inspector held a meeting with the manager and deputy manager. She reviewed relevant documentation and evidence of the suitability of staff working in the pre-school. n Parents shared their views about the pre-school with the inspector.

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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

24 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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