Up, Up and Away Pre-School

Inspection of Up, Up and Away Pre- School Houlton Hall, South Street, Great Waltham, CHELMSFORD CM3 1DF

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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 run into pre-school excited to start their day. Leaders and staff are ready to greet children and their families to talk about the day ahead. Children settle quickly and feel relaxed to start their play immediately. They have developed strong bonds with staff who know them very well, which helps them feel safe and secure.

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The provision is good

Leaders and staff arrange the environment with activities to meet children's individual needs. Staff support children with opportunities to develop their growing independence. At snack time, children cut their own fruit, select their own cups and tidy up after themselves. This helps build their self-esteem and confidence in their abilities when they carry out independent tasks.

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The provision is good

The curriculum for children is well structured and ambitious for all. Leaders and staff carefully design how children will learn. They plan activities that consider all areas of learning and incorporate their needs and interests. Leaders and staff are exemplary role models to help children understand rules and boundaries. They remind children about using 'tidy legs' at circle time and 'inside feet' when indoors. This helps children to behave positively and understand how to cooperate safely with others. These positive interactions help children develop a real sense of belonging.

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need to do better?

n Leaders and staff have a clear vision of what they want children to learn. There is a designated key person for each child, who gathers information about their individual likes and experiences. Parents are involved in this process to help create links with home and engage them in their children's development. n Staff support children to develop their communication and language. Children immerse themselves in singing the 'hello song' to introduce everyone. Children make active choices to sit or stand while they sing. They enthusiastically copy actions to songs they know. Staff positively support children who are still developing their communication and language, to make good progress. n Children are excited to learn. Leaders and staff implement a daily routine for children to understand what is coming next. This helps children recognise transitions in their learning. Although children know what is expected, some

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need to do better?

parts of the routine are less effectively organised. As a result, children can wait longer and become distracted during times of transition. n Children show a love for outdoors. They have lots of opportunities to develop their physical skills. Children plan obstacle courses with planks of wood and crates, using their imagination. They show fascination with manipulating textures. With sand, children use tools to dig, pat and transport buckets to make towers. This helps children to concentrate and develop their fine motor skills.

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need to do better?

18 March 2025 n Leaders and staff are passionate about promoting children's independence. This helps children to build confidence in what they can do. They have their own 'belongings bucket' and demonstrate how they can confidently put on their coats and find their shoes. Staff know children well. They encourage children to prepare for snack time. Children know how to cut their own snack with appropriate tools. When they are finished, they demonstrate how to tidy up what they have used. n Parents express how wonderful the pre-school is. They talk about the positive events that children and families take part in. There are great efforts to communicate with parents which is highly appreciated. Parents value the collaboration made to ensure children make progress in their development, which helps children to have the best experiences. n Leaders and staff effectively support children with special educational needs

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need to do better?

and/or disabilities. They work with other professionals so children can receive the support they need from early identification. As a result, appropriate strategies help children make progress and working together with families is key. n Leaders are passionate about staff and their professional development. They observe and support staff with regular feedback and supervisions. As a result, staff morale is high and they feel valued in their roles. Leaders help staff to understand their roles and respond to their needs and suggestions.

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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 review routine transitions during the day to improve the time spent by children as they move on to other activities.

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Setting details

Unique reference number EY433248 Local authority Essex Inspection number 10380285 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 40 Name of registered person Up, Up and Away Pre-School-Great Waltham

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reference number

Telephone number 07501313321 Date of previous inspection 4 June 2019

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Information about this early years setting

Up, Up and Away Pre-School registered in 2011 and is located in Great Waltham, Chelmsford. The pre-school employs 10 members of childcare staff, all of whom hold appropriate early years qualifications at level 2 or above. The manager holds qualified teacher status. The pre-school opens on Monday, Tuesday, Thursday and Friday from 8.30am until 3.30pm and 8.30am to 12.30pm on Wednesday. The pre- school provides funded early education for all eligible children.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the pre-school and discussed the early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and the inspector carried out a joint observation. n Parents shared their views of the pre-school with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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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

18 March 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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