Scarning Pre-School

Inspection of Scarning Pre-School Dereham Road, Dereham NR19 2PW

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

The friendly management team and staff welcome children as they excitedly enter the pre-school. A secure drop-off routine ensures information from parents is consistently exchanged, regardless of the time children arrive. This helps ensure that children's individual daily needs are met. Staff provide support such as one-to- one teaching and small interactive group sessions to ensure all children, including those with special educational needs and/or disabilities (SEND), make good progress in all areas of their learning and development. Parents are actively involved in the pre-school, and children benefit as parents contribute their own experiences and professions during sessions with the children.

p.2

The provision is good

Children love the continuous choice to access outdoor play and learning experiences. Outdoors, children confidently choose to explore tunnels, slides and use the ride-on toys, willingly taking turns to use their particular favourite with their peers. Children enjoy developing their problem-solving skills while playing with the wooden water pump station. The repetitive actions they use, develop their physical skills such as lifting, pushing, pulling and pouring. Children practise their pouring skills as they water flowers with the watering cans. Staff have built an excellent relationship with the teachers at the school on-site. This strongly supports transitions to school and ensures continuity in children's learning and care.

p.2

need to do better?

n The offer of a home visit and meticulous ongoing assessment processes that are in place, means those children who need extra support are swiftly identified. The management team has created a dedicated SEND team to provide expertise and support to children, parents and the rest of the staff team. Professionals who visit the nursery, such as speech and language therapists, work collaboratively with staff, to ensure children with SEND achieve their best possible outcomes and make a seamless transition to their next stage of education. n Staff provide a safe environment where all areas and activities, such as the trampoline in the garden, are sufficiently risk assessed. Staff are vigilant to potential risks posed to children. For instance, when children run indoors, they are asked to stop. However, staff do not always effectively support children's awareness of the importance of following safety rules, so they can learn to

p.2

need to do better?

minimise potential risks for themselves. n Overall, teaching is good quality. Staff understand the curriculum and provide fun and engaging real-life learning opportunities, such as chick hatching, and growing their own fruit and vegetables. These experiences ignite curiosity and wonder. During a purposefully planned activity, children develop their imagination as they playfully fill plastic eggs with toy chicks and pretend they are hatching. Staff ask them questions about what happens to the eggs during the

p.2

need to do better?

30 April 2025 incubation and hatching process, which enhances and embeds their previous learning. n Parent partnership is highly prioritised. Parents are very complimentary about the support they and their children receive, including the daily face-to-face and online communication that they say is first class. n Staff demonstrate good knowledge of what they would like children to learn during focused learning experiences. However, at times staff do not consistently adjust their teaching during planned activities to sufficiently meet the specific learning needs of all children, and ensure they maintain engagement and enthusiasm. n Staff encourage children to be independent. Older children know to wash their hands before eating and children practise pouring their own drinks at mealtimes. Staff meaningfully praise toddlers for wiping their own noses and putting their tissues in the bin. Staff gently remind them to wash their hands afterwards. This

p.2

need to do better?

means children are becoming increasingly independent in carrying out good personal hygiene routines. n Across the nursery, children are becoming highly confident and capable communicators, using language in a variety of ways to express themselves. Staff use visual prompts to help all children make choices and communicate their needs and wishes. Children benefit from weekly music sessions where they sing along to music and play instruments. n Staff report excellent well-being. The supportive management team provides endless opportunities for staff training and support. As a result, this training is making a positive difference to the progress children make.

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 provide consistent support for children to broaden their understanding of how to assess and manage risks for themselves n support staff to consistently plan and implement activities with a sharp focus on children's next steps in learning to increase their engagement and to help them make even better progress.

p.3

Setting details

Unique reference number EY500248 Local authority Norfolk Inspection number 10380539 Type of provision Childcare on non-domestic premises

p.4

Registers

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

p.4

inspection

Total number of places 40 Number of children on roll 185 Name of registered person Scarning Pre School CIO

p.4

reference number

Telephone number 01362 699360 Date of previous inspection 13 June 2019

p.4

Information about this early years setting

Scarning Pre-School registered in 2016. The pre-school employs 19 members of childcare staff. Of these, 12 staff hold appropriate early years qualifications at level 3, including one who holds qualified teacher status. The pre-school opens from Monday to Friday during school term time only. Sessions are from 9am until 3pm. An out-of-school club is also available for children from the on-site school. This runs daily from 7.30am until 8.50am, and from 3.15pm until 5.15pm. The pre-school provides funded early education for eligible children.

p.4

Inspection activities

n The management team 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 management team showed the inspector the premises and discussed how they ensure it is 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 management team and also discussed self-evaluation. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. 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 management team and also discussed

p.5

Inspection activities

self-evaluation. The inspector looked at relevant 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

30 April 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