Little Melton Preschool Nursery

Inspection of Little Melton Preschool Nursery Little Melton Village Hall, Mill Road, LITTLE MELTON, Norfolk NR9 3NX

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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 Requires improvement

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The provision is good

Staff ensure that children are warmly greeted on their arrival at pre-school. They show genuine enthusiasm for celebrating children's new interests and experiences at home and other settings. These interactions help children to feel valued and ensure that they settle well into each session. Staff thoughtfully prepare a stimulating and spacious learning environment, which children are keen to explore. For example, staff inspire children to use the pegboards to apply what they know about patterns and numbers. They encourage children to strengthen the connections they make in their mathematical knowledge. For example, children work out simple addition tasks and identify the numbers that represent their age.

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The provision is good

Staff foster children's independence. They ensure that children can easily access their belongings and the resources they need for self-care routines. As a result, children manage tasks, such as washing hands and wiping noses, with minimal support. Staff model positive behaviour and expectations for children. They help children to understand the importance of following instructions to keep safe. For example, children know that if all the wristbands are already in use, they will need to wait for their turn to go on the climbing frame.

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need to do better?

n Since the last inspection, the provider has improved their oversight of the pre- school. This helps to ensure a consistent, good-quality and effectively led early years provision. Robust arrangements are now in place to ensure that new committee members are notified to Ofsted so that the necessary checks can be completed. This helps to ensure children's safety. n The curriculum is well understood by staff. Activities are carefully planned and adapted to build on children's current level of development and what they need to learn next. For example, children have opportunities to develop the muscles and coordination they need before moving on to using scissors. This helps to ensure that children make good progress and are well prepared for the next stage of their education and eventual move to school. n Staff work in close partnership with parents and other professionals. Parents value the advice and expertise provided by the staff, particularly when their

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need to do better?

children are ready to learn to use the toilet. Staff support their key children to follow toileting routines, which are consistent with their experiences at home, and ensure that children are praised for every attempt they make. This helps children to feel at ease and motivated while they are learning this important skill. n There is a strong focus on supporting children to become confident communicators. For example, staff sit with children at lunchtime and join in with children's conversations. They skilfully ask questions to extend children's responses and make sure that less-confident children are encouraged to

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need to do better?

13 February 2025 contribute. Children often continue these conversations among themselves and chat freely about similar themes. n Staff communicate well with parents to gather information about children's lived experiences outside of the pre-school. They use this information to plan opportunities that promote children's emotional well-being. For example, staff help children to prepare for the arrival of a new sibling in their family. They involve children in imaginative play with dolls and support children to adapt to the changes at home. n Children have good opportunities to exercise and develop their physical skills. For example, children strengthen their large muscles as they access the indoor climbing frame and engage in running activities on the nearby field. There are plans to develop the pre-school's outdoor provision. However, the curriculum does not yet maximise opportunities for all children, including those who prefer

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need to do better?

to learn outdoors, to benefit from a wider range of outdoor learning experiences. n The supportive committee works closely with the manager to promote opportunities for staff to develop their knowledge and skills. Staff benefit from regular supervision meetings to reflect on their practice and make plans to improve the provision. For example, staff purposefully review the learning environment and offer more activities at ground level to better meet the learning styles of two-year-old children.

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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 enhance opportunities for all children, including those who prefer to learn outdoors, to access a wider range of outdoor learning experiences that cover all areas of learning.

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Setting details

Unique reference number 254152 Local authority Norfolk Inspection number 10340890 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 24 Number of children on roll 15

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Name of registered person

Little Melton Pre-School Playgroup Committee

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reference number

Telephone number 01603 812362 Date of previous inspection 12 March 2024

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Information about this early years setting

Little Melton Preschool Nursery registered in 1992 and is situated on the outskirts of Norwich in Norfolk. It employs four members of childcare staff, all of whom hold an appropriate early years qualification at level 3 or above. One member of staff holds early years professional status. The pre-school opens for four days a week during school term times. Sessions are from 9am until 3pm on Tuesday and Thursday, 9am until 1pm on Wednesday, and 9am until midday on Friday. The pre- school offers funded early education for all eligible children.

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Inspection activities

n The pre-school manager and inspector discussed how the early years provision and curriculum are organised. n The inspector observed the quality of interactions during activities, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector completed a joint observation with the pre-school manager. n The staff and children spoke to the inspector at appropriate times throughout the inspection. n The inspector held meetings with the nominated individual and pre-school manager. n Parents shared their views of the pre-school with the inspector, who took these into account. n The inspector looked at relevant documentation and reviewed evidence of the suitability of all persons working at the setting.

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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

13 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.

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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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