Ladybird Preschool Nursery

Inspection of Ladybird Preschool Nursery Cromer Road Play Area, SHERINGHAM, Norfolk NR26 8AB

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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 for children. They enter the pre- school and settle quickly. Children build strong attachments to key staff and feel happy and safe in their care. For example, when the train goes past, they excitedly run to staff and shout 'train' as they watch it pass together. Staff operate a free- flow system for children to access the outdoors, where they enjoy getting messy. They mix soil and water together in the mud kitchen and tip, pour and transport it into different-size containers. This helps children to explore mathematical concepts, such as weight, capacity and volume.

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The provision is good

Staff provide a wide range of resources for children to freely choose from. Children enjoy being creative and paint with a range of colours. Staff praise children for their efforts and talk about their picture. Children use a wide range of vocabulary and tell staff that their artwork is 'abstract'.

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The provision is good

Overall, children behave well and are learning to take turns. For example, staff help them to wait for their turn to jump in the muddy puddle. This helps children to develop social skills, such as respect and patience.

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need to do better?

n Staff provide children with opportunities to develop their physical skills. They thoroughly enjoy playing running races together and practise using scissors. This helps children to build the strength in their muscles that is necessary for the development of their fine and large motor skills. n The provision for children with special educational needs and/or disabilities is good. Staff work closely with parents and other agencies to ensure that children receive the support they require. Their individual plans and interactions are tailored to meet the needs of the children. For example, staff differentiate their teaching when talking to children with speech and language delay. This helps to ensure that communication is pitched at the right level for their stage of development. n Staff encourage children to be independent learners. Children use a variety of utensils to cut fruit and vegetables in preparation for mealtimes. They serve

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need to do better?

themselves and share snack with their friends. They pour their own drinks and zip up their own coats. Consequently, children develop a sense of achievement and confidence in their abilities. n Children have a good understanding of the world around them and benefit from outings in the community. For instance, staff take children to the nearby church for the celebration of harvest festival and nativity performances. Children also enjoy visits from some of the local police officers. They talk to children about the important job they do and how they help to keep us safe.

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need to do better?

29 January 2025 n Staff establish positive relationships with parents. Parents talk highly of the pre- school and comment on the progress that their children are making. Staff gather detailed information from parents when children join the setting. This helps them to identify clear starting points for children's learning. Staff share information about children's progress through regular discussions and an online platform. However, a two-way flow of information to help parents continue children's learning at home is not yet fully embedded. n In general, staff support children to develop their communication skills well. They sing songs and read stories together. Staff introduce children to a wide range of vocabulary and new information. For example, they talk to them about special festivals and events, such as Chinese New Year. However, children who speak English as an additional language do not always have opportunities to

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need to do better?

hear and use their home language in play and learning. This does not fully support their overall language development. n Staff provide a broad and balanced curriculum and have a good understanding of what they want children to learn. They plan exciting activities that children are eager to take part in. However, occasionally, staff do not successfully carry out what they have intended for children to learn next. As a result, children do not always learn as much as they possibly could.

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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 build on the communication and support for parents to continue their child's learning at home n ensure that staff develop an understanding of how to support language development for children who speak English as an additional language n support staff to develop the implementation of planned activities to reflect the identified learning intention for the children taking part.

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Setting details

Unique reference number EY543126 Local authority Norfolk Inspection number 10367631 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 33 Number of children on roll 27 Name of registered person Ladybird Pre-School Nursery CIO

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reference number

Telephone number 01263 824325 Date of previous inspection 15 February 2019

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Information about this early years setting

Ladybird Nursery registered in 2017 and is run by a voluntary committee. It is located in Sheringham, Norfolk. The pre-school employs five members of childcare staff. Of these, four staff hold an appropriate early years qualification at level 2 or above. The pre-school is open Monday to Friday during term time. Sessions run from 8am to 5pm. The pre-school provides funded early education for eligible children.

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Inspection activities

n The manager showed the inspector around the areas that children access. They discussed how staff organise the environment and plan the curriculum and experiences for children. n The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and manager completed a joint evaluation of an activity. n Staff spoke to the inspector during the inspection. n The inspector looked at relevant documentation and evidence of the suitability of staff. n Parents and carers shared their views of 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

29 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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