Gissing Children's Centre - A Community Pre-School

Inspection of Gissing Children's Centre - A Community Pre-School The Old School, Lower Street, Gissing, Diss, Norfolk IP22 5UJ

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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 Outstanding

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The provision is good

Children enjoy attending this setting. They engage deeply in their play, both with friends and with staff. Staff join in with enthusiasm and purpose. For example, they suggest the blue blanket is 'water' that children can jump into when playing with sharks. They follow children's interests and extend their ideas. This helps children focus for longer periods. It builds their creativity and confidence. Staff use play to support learning across all areas. Children benefit from rich interactions and consistent support. As a result, they make strong progress in their development.

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The provision is good

Staff build warm, trusting bonds with children. They respond with care to each child's needs. They take time to get to know new children. Staff offer calm reassurance and attentive care. This helps children settle quickly. Clear boundaries and steady routines support their development. Staff explain expectations clearly. They also model polite and respectful behaviour throughout the day.

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The provision is good

Children behave well. They share, take turns and show kindness to each other. Staff help them listen and support them in sharing how they feel. As a result, children begin to see how their actions affect others. They grow positive social skills in a caring, nurturing setting.

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need to do better?

n Following a recent oversight in the procedures for recruitment of staff, the provider has taken appropriate action to meet requirements. Leaders have completed relevant training and strengthened the checks they complete for new staff, including references. This helps to assure children's welfare. n Leaders have designed an ambitious and thoughtful curriculum. It builds children's confidence and self-esteem. By valuing what makes children unique, staff promote emotional well-being and help children feel they belong. Children feel safe and learn to play with others, including those who may be different from themselves. Staff guide children to show respect and kindness and to express themselves confidently and calmly. n The curriculum supports speech and language well. Staff model language well and help children communicate clearly as well as listen to others. They build strong social skills and prepare children to be resilient and ready for school.

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need to do better?

n Physical development is a key focus. Staff help children build strength, balance and control. These skills support early writing. They prepare children for fine motor tasks and a steady pencil grip. Children use play dough to improve hand strength and control. Climbing equipment, such as slides, towers and monkey bars, helps to build upper body strength and coordination. n Parents receive basic guidance on healthy eating when their child first starts. However, this is not always enough to support parents to make healthy food

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need to do better?

7 May 2025 choices for children's snacks and packed lunches. n Children enjoy stories from an early age. They snuggle up with staff and stay focused. Staff use books to build on children's language and thinking. They ask questions, such as 'I wonder what she is doing?' Children say, 'She's milking the cow.' Staff reply, 'You're right, she is milking the cow.' Staff add rich language in back-and-forth conversations so that children hear new words and grow their vocabulary in a natural way. n Staff focus on communication and understanding. They use visual aids, interactive tools and targeted programmes to build vocabulary and expressive language. Staff set clear targets for all children. They work closely with all families and other professionals to support the good progress children make. For example, staff invite parents to attend specific training, such as signing, to help support their children at home.

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need to do better?

n Children take part in cultural celebrations and learn about different traditions. Staff encourage families to share special moments and customs from home. For example, children bring in sweets to mark a celebration, which staff share with others. These experiences are not treated as separate events. Instead, staff weave them naturally into everyday activities. This helps children understand and respect different ways of life. n Staff boost children's confidence by encouraging age-appropriate risks. They show children how to use equipment safely, for example how to climb onto the swing or checking below before dropping toys from a height. These actions help children solve problems, stay safe and face new challenges. Staff guide children to try new things and build confidence. n Parents praise staff's communication and support. They value the rich experiences on offer and the helpful advice to continue supporting their

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need to do better?

children's learning and development at home.

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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 consider ways to build on the information shared with parents about encouraging healthy eating for children.

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Setting details

Unique reference number 254077 Local authority Norfolk Inspection number 10391141 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 Full day care

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inspection

Total number of places 28 Number of children on roll 51

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Name of registered person

Gissing Children's Centre - A Community Pre- School Committee

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reference number

Telephone number 07796 204367 Date of previous inspection 5 December 2019

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Information about this early years setting

Gissing Children's Centre - A Community Pre-School opened in 1982 and registered in 1992. The setting employs 11 members of childcare staff. Of these, 10 hold appropriate early years qualifications at level 3 or above, including one with early years professional status and one with qualified teacher status. The setting operates Monday to Friday from 8am to 4.30pm, during term time only. The setting provides government funded early years education for all eligible children.

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Inspection activities

n This inspection was carried out as a result of a risk assessment, following information received about the provider. n The manager explained the curriculum intentions to the inspector during the learning walk. n The inspector took part in discussions with managers and staff during the inspection. n The manager and the inspector observed and evaluated an activity together. n Parents shared their views with the inspector. n The inspector observed staff and children throughout the day. n The manager provided the inspector with relevant documentation, including evidence of the suitability of staff.

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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

7 May 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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