Danbury Pre-School at St John's

Inspection of Danbury Pre-School at St John's St. Johns C of E Primary School, Little Baddow Road, Danbury, CHELMSFORD CM3 4NS

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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

This small, homely and welcoming pre-school offers children a variety of exciting play and learning opportunities, both indoors and out. The stimulating curriculum is designed around what children already know and their current interests. Staff give children time to explore their interests as they arise. For example, children ask for a teabag and observe what happens when this is mixed with mud and then when water is added. Activities are planned to support children to gain confidence, promote independence, develop communication skills and facilitate emotional regulation.

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The provision is good

Children behave well and play together harmoniously without support. They are taught the skills to work through problems independently. They seek out adults if they need support, and adults assist them in finding a resolution. For example, when children upset others, they are spoken to about how they have made their friends feel, and this is dealt with in a sensitive and appropriate manner for all children involved. This helps children to develop empathy, problem-solving skills and resilience.

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The provision is good

All children, including those with special educational needs and/or disabilities (SEND), receive good support. Leaders utilise extra funding effectively to meet the needs of eligible children. Staff identify specific learning and social requirements, and the team decides how to meet those needs. Leaders give staff access to training that is specifically designed to meet the needs of the children. Staff use this knowledge to create an individualised curriculum that drives children's learning.

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need to do better?

n Children are given opportunities to learn about the world around them through visiting their local community. They regularly visit a woodland to take part in forestry activities and a beekeeper to learn about honey. They have had opportunities to talk to visitors from different emergency services. These experiences enhance children's learning and develop a sense of community. n Children develop a strong awareness of the importance of keeping themselves and their friends safe, especially at mealtimes. At snack time, for example, children are given a choice of healthy fruit and vegetables. They talk about other healthy foods and why some foods and milk are good for them but not for everyone. They cut their snack using child-friendly knives, count out their breadsticks and pour their own milk. This helps children to develop healthy eating habits and promotes self-sufficiency. n Staff consider children's communication and language development. They plan

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need to do better?

activities that enhance and expand children's vocabulary through the use of stories, role play, rhymes and the modelling of new language, incorporating

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need to do better?

24 April 2025 gestures and signing. This supports the development of children's self-esteem. They display their confidence as speakers by engaging pre-school visitors in activities and conversations. n Key persons know their children well. They are aware of each child's individual interests and personalities. They understand what children already know and what they need to learn next, and they plan learning opportunities to support children's ongoing development. Staff skilfully arrange a variety of experiences that encourage children to be curious learners, acquire new knowledge, and practise and develop skills. However, planning for group sessions does not always make sure that children's individual needs are planned for. n Staff's kindness and care are valued by parents. They speak positively about how staff support their children to settle when they first start at the pre-school. They commend how staff communicate with them, and they say that they feel

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need to do better?

well informed about their children's care and education. This promotes continuity of care from home to the pre-school. n Staff promptly identify the needs of children with SEND. They are well supported and have the same opportunities as their peers. However, reports for children with SEND are not always completed in a timely manner. This means that these children are not set up for the most successful transition to school. n Leaders are ambitious and invest a lot of time to ensure that teaching and learning are of good quality. The enthusiastic team of experienced staff shares this same passion. Leaders aspire for children to achieve the best results. They have a strong understanding of what is working well and are motivated to make even more improvements in the future. They prioritise staff well-being by fostering strong and positive working relationships within the team. Leaders work together with staff and are always available if staff need help. They have

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need to do better?

regular meetings to discuss staff's well-being and any training opportunities they would like to access. This creates a positive work environment where staff enjoy coming to work and supporting children's learning and development.

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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 further develop processes to ensure appropriate support is in place to facilitate the transition to school for children with SEND n support staff in planning and adapting large-group sessions to enhance children's learning outcomes further.

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Setting details

Unique reference number EY418953 Local authority Essex Inspection number 10388344 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 26 Number of children on roll 64 Name of registered person Danbury Pre-School

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reference number

Telephone number 01245 690678 Date of previous inspection 8 July 2019

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Information about this early years setting

Danbury Pre-School at St John's registered in 2010. The pre-school employs nine members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3. The pre-school opens from Monday to Friday during term time only. Sessions are from 9am until 3pm. The breakfast club sessions are from 7.30am until 8.45am, and the after-school club sessions are from 3.20pm until 6pm. The pre-school provides funded early education for eligible children.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the pre-school and discussed their early years curriculum and what they want children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Children spoke with the inspector during the inspection. n Staff spoke to the inspector about how they support children with SEND. 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 of an activity. 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

24 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.

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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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