Nacton & Bucklesham Under 5s

Inspection of Nacton & Bucklesham Under 5s The Village Hall, The Street, Nacton, Ipswich, Suffolk IP10 0EU

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 enthusiastically enter the pre-school with high levels of confidence when welcomed by the staff, who are extremely caring and nurturing. Staff provide flexible, settling-in procedures which help children settle smoothly. Children immediately start playing and exploring, showing their excitement for the choice of activities available to them.

p.2

The provision is good

Children appreciate the continuous access to outdoor play. Regular trips in the community, such as woodland walks and visits to the local farm and beekeeper, foster children's sense of belonging and wonderment about the world they live in. Children use the attractive outdoor resources to practise climbing, balancing and pedalling. Children have access to lots of resources that encourage them to develop their small-muscle strength in preparation for later writing.

p.2

The provision is good

Staff ensure resources are interesting, fun and reflect children's unique interests. This enthuses children's love of learning and increases their engagement and curiosity to learn. Staff have a well-embedded approach to promoting good behaviour. Children learn to play cooperatively. They develop firm friendships because staff consistently model expected behaviours such as turn taking. When staff leave children to continue playing a game of hide and seek, children start negotiating turn taking themselves, which highlights the effectiveness of their teaching.

p.2

need to do better?

n The management team and staff are knowledgeable about what they want the children to learn and plan a rich curriculum to help children make good progress. Staff gather ongoing information from parents and regularly assess children's progress. Staff use this knowledge to plan experiences that build on what children already know and can do. However, staff do not consistently consider how their interactions can help children explore activities more purposefully, to increase learning and help them reach their best outcomes. n Children make good progress in their speech and language development. Makaton sign language is used by staff and supports early communication, especially for those children who find it difficult to speak. Children benefit from small group learning opportunities. For example, while a member of staff plays the ukulele, children delight in playing a musical instrument alongside them.

p.2

need to do better?

Children joyfully learn to follow instructions and develop their wider social communication skills. n Parents talk enthusiastically about the daily discussions they have with staff and information they receive through the online communication system. The management team and staff engage with parents and other agencies involved

p.2

need to do better?

3 February 2025 with the children, to ensure all children receive the support they need to make good progress. n The newly appointed management team and committee are highly reflective of their practice. They are dedicated to the continuous improvement and progression of the pre-school. Regular supervisions support staff to feel valued and they report excellent well-being. However, training and professional development opportunities are not yet sharply focused on supporting staff to fully understand and consistently implement the curriculum, to raise the outcomes for children even more. n Consistently clear messages from staff ensure children follow good hygiene routines. As a result, children are good role models and encourage their younger peers to wash their hands before eating. Staff provide meaningful praise for their efforts and achievements as children learn to put on their coats and shoes. This

p.2

need to do better?

encouragement enhances their self-esteem and builds their resilience and ability to persevere when attending to their personal needs. n Staff use everyday routines, such as mealtimes, to provide good meaningful teaching experiences. For example, at snack time, children begin to understand that numbers are connected to a quantity of something. As staff point to the number three, children start to realise this means they can choose three slices of apple. n Staff genuinely care about children and frequently respond swiftly and appropriately to them if they are upset. Children show trusting and caring attachments to their key persons. They confidently ask for help or go to them for a cuddle if they need it. Staff understand the importance of children having empathy. They use themed books and coordinate resources to plan and implement successful activities that help children to understand their own feelings and emotions.

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 to plan activities with a sharp focus on children's next steps in learning to consistently challenge and extend their learning through the opportunities provided n build on existing performance management systems to monitor staff's practice and help them raise the quality of teaching to an even higher level.

p.3

Setting details

Unique reference number 251575 Local authority Suffolk Inspection number 10368412 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 24 Number of children on roll 31

p.4

Name of registered person

Nacton and Bucklesham Under Fives Committee

p.4

reference number

Telephone number 01473 573648 Date of previous inspection 20 March 2019

p.4

Information about this early years setting

Nacton & Bucklesham Under 5s registered in 1992. The setting employs five members of childcare staff, all of whom hold appropriate early years qualifications at level 3 or above, including one who holds early years professional status. The pre-school pens from Monday to Friday during term time. Sessions are from 8.45am until 15.15pm Monday to Thursday and 8.45am to 12.15pm on Fridays. 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 it is safe and suitable. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. 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 with the manager. n Children communicated with the inspector during the inspection. The inspector spoke to parents and carers during the inspection and 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

p.5

Inspection activities

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

3 February 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