Bramford Pre School Playgroup

Inspection of Bramford Pre School Playgroup Duckamere, Bramford, Ipswich, Suffolk IP8 4AH

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 thrive in this welcoming, homely environment. They are greeted by the staff, who are knowledgeable about the children attending, attentive and nurturing. Therefore, children are confident, feel safe and are comfortable in their care. This is demonstrated as they excitedly enter the pre-school and leave their parents with ease. Staff praise children's independence as they self-register. This contributes to children's good behaviour and positive attitudes to learning.

p.2

The provision is good

There is a well-designed and ambitious curriculum for all children. Staff understand the curriculum and provide enjoyable and engaging learning experiences for children that ignite curiosity and wonder. For example, as part of the current topic of spring and farming, children experience ducklings hatching and learn about what happens in the natural environment at this time of year. Children follow staff's instructions well and successfully plant herbs outdoors. While digging holes in the soil, staff remind them how to use tools safely. They extend their knowledge of life cycles and empathy for living things through discussions with staff.

p.2

The provision is good

The management team and staff are highly skilled and trained so that they can effectively support children with special educational needs and/or disabilities (SEND). Consequently, children with SEND are extremely well supported and continuously make good progress towards achieving their best outcomes.

p.2

need to do better?

n Children lead their own learning and are motivated and curious learners, learning through trial and error. Staff provide meaningful interactions and ask questions during their play, which extends their thinking and problem-solving skills. For example, children attempt to build a tower out of bricks that exceeds their height, but it keeps collapsing. Staff encourage children to think of other places to build it. With perseverance they succeed, building a tower taller than themselves by using a bench. They high five each other's achievement, displaying that they are developing the value of teamwork and confidence in their abilities. n Teaching is very good. Staff know individual children's next steps in learning and plan activities around these. This means children continually make good progress in all areas of learning and development. Regular and in-depth assessments of children's progress, help inform focused learning opportunities

p.2

need to do better?

for children. However, at times, staff do not always consider children's individual learning needs and interests enough to maintain their engagement and achieve the intended learning outcomes. n Children speak with confidence, and those who have more difficulty are swiftly supported. For example, staff work extremely closely with parents and outside

p.2

need to do better?

17 March 2025 agencies such as speech and language professionals. Working together ensures all children make the best possible progress in their communication and language development. Children benefit from small group activities to encourage good social skills and back-and-forth interactions with others. Staff frequently share stories and have immense fun as they participate in interactive stories and singing. n Staff morale is high. Staff report that they feel fully supported by the management team that actively works alongside them, and their well-being is frequently considered. The management team has high expectations for the progression of staff and offers training to support this. However, the management team does not have secure arrangements in place to carry out regular supervision of staff's practice to continually raise teaching to an even higher level. n Children love the challenge to pour drinks and collect their own plates and cups

p.2

need to do better?

at mealtimes. This encourages independence in self-care and supports children extremely well as they prepare for the move on to school. n Parents are overwhelmingly complimentary about the pre-school. Parents feel listened to and exceptionally well supported if they have a concern about their child's development. They gather feedback from parents in a variety of ways to ensure that each family has a voice and can influence their plans. For example, parents have regular meetings with their child's key person, sharing ideas and working collaboratively. n Children behave well, and staff promote positive behaviour effectively. When children have a disagreement, staff sensitively model turn-taking and encourage them to listen to each other's opinions. As a result, older children show they are resolving peer conflict appropriately by themselves.

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 closely consider children's interests and resources that are used in adult-led activities to enhance and extend all children's next steps in learning n build on existing performance management systems to help raise the quality of teaching to an even higher level.

p.3

Setting details

Unique reference number 251421 Local authority Suffolk Inspection number 10376086 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.4

inspection

Total number of places 33 Number of children on roll 44 Name of registered person Bramford Pre School Playgroup Committee

p.4

reference number

Telephone number 01473 740782 Date of previous inspection 16 May 2019

p.4

Information about this early years setting

Bramford Pre School Playgroup registered in 1999. It was originally established in 1969. The setting employs seven members of childcare staff. Of these, five hold an appropriate early years qualification at level 3 or above. The pre-school opens from Monday to Friday, during term time only. Sessions are from 8am until 3.30pm. The pre-school provides funded early education for two-, three- and four-year-old 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 that 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 took account of their views. n The inspector held a meeting with the manager. The inspector looked at relevant

p.5

Inspection activities

documentation, such as 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

17 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.

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