Stowupland Pre-School

Inspection of Stowupland Pre-School Church Road, Stowupland, Suffolk IP14 4BQ

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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 happily enter this inviting and inclusive pre-school that they thrive in. Children are very well behaved and frequently play cooperatively with their peers. Staff are nurturing and always respond attentively to children's individual needs. This means children build secure and trusting attachments to them. Staff also offer bespoke settling-in processes that promote children's well-being from the start. Children love the freedom to choose whether they play indoors or outdoors. Children benefit from outings in the local community, such as woodland walks or visiting the grocers to buy fruit for their snack. When staff read to children, this enhances their vocabulary and imagination as they predict what may happen next.

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The provision is good

The management team and staff implement an ambitious curriculum through inspiring activities and high-quality resources. Children enjoy growing herbs and using them to add a natural scent to their play dough. Natural resources deepen children's curiosity, concentration and enjoyment. Staff gently use hand-over-hand guidance to help younger children safely master their cutting skills with scissors. Children show pride in their achievements and proudly say, 'Look', to show staff they are using scissors correctly. Staff's patience, meaningful interactions and praise mean children are successfully building positive self-esteem and consistently building on what they already know and can do.

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need to do better?

n Staff consistently demonstrate their in-depth knowledge of how children learn. They consider children's interests in planning activities and encourage them to learn safely through trial and error. Children have opportunities to revisit prior learning experiences, which helps consolidate and secure their knowledge and understanding of subjects being taught. n The key-person system is effective, and staff know their children well. They regularly assess children's overall development. Any gaps in learning are identified swiftly, and the right support is provided. The management team works closely with local schools to help children progress to school seamlessly. n The management team and staff are committed to the continual improvement of the pre-school and undertake training to enhance this. A revamp of the garden hugely benefits those children who prefer to learn outdoors. Children merrily make marks with sticks in the sand and mud, which helps build the foundation

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need to do better?

skills for writing. Children are learning to assess the risk for themselves when staff remind children to go down the slide in turn. n Children benefit from focus group activities where they play games specifically designed to help them build on their vocabulary and communication skills. Sometimes, during children's play, staff introduce new words but do not fully consider children's understanding of these to enable children to start using these

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need to do better?

27 January 2025 words in meaningful contexts. n Children show they are learning the importance of healthy eating habits during sociable mealtimes. As children independently unpack their lunch, they choose to eat the highly nutritious foods first, such as fruit, without any prompts from staff. n Children understand what is expected of them as staff carry through daily routines, such as tidy-up time. Older children are good role models for their younger peers when helping them to put toys away in the correct place. Children are accepting of their younger peers who want to join their play. Children confidently use strategies, such as sand timers, which highlights that staff teach children appropriate ways to begin solving any conflicts for themselves. n Good modelling from staff enhances children's capabilities to develop the skills required to carry out self-care routines to the end. Staff provide meaningful

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need to do better?

praise when children hang their coats themselves and wash their hands for snack, which encourages these behaviours to be repeated. Once they have finished eating, children wash their plates and cups in the sink before returning to play. This indicates children's respect for others and shows a sense of belonging and pride in their pre-school. n Parents appreciate the regular communication and assessments they receive of their children's progress. Staff work collaboratively with parents and outside professionals, such as speech and language therapists. This ensures all children, including those with special educational needs and/or disabilities (SEND), are continually achieving and making good progress.

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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 help staff build on the already good teaching and support children's speech and language development to an even higher level.

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Setting details

Unique reference number EY544094 Local authority Suffolk Inspection number 10368180 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 26 Number of children on roll 54 Name of registered person Stowupland Pre-School And The Mighty Oaks

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reference number

Telephone number 01449678550 Date of previous inspection 12 March 2019

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Information about this early years setting

Stowupland Pre-School registered in 2017. It employs 10 members of childcare staff, all of whom hold appropriate early years qualifications at level 3 or above, including one with qualified teacher status. The pre-school opens Monday to Friday, term time only, from 8.30am until 4pm. It provides government funded early years education for all eligible children.

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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. The manager showed the inspector the premises and discussed how they ensure they are safe and suitable. n The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact that this 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 also took account of their views. n The inspector held a meeting with the management team and also discussed self-evaluation. The inspector looked at relevant documentation, such as

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Inspection activities

evidence of the suitability of the staff working in the pre-school and a selection of other records.

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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 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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