Botesdale and Rickinghall Pre-School

Inspection of Botesdale and Rickinghall Pre-School Botesdale Village Hall, The Street, Botesdale, DISS, Norfolk IP22 1BZ

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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

Leaders and staff create a warm and nurturing environment, where children feel safe and valued. They get to know the children and their families well and build positive relationships. Leaders and staff foster children's sense of belonging. They provide consistent care and show genuine affection towards the children, celebrating their individuality. Leaders and staff support children in displaying positive behaviours. They offer children praise and encouragement and celebrate their achievements. Children are encouraged to share and take turns with their friends, which helps to develop their social skills and emotional development.

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The provision is good

Leaders and staff design and implement a challenging broad and balanced curriculum that supports children's learning and development across all areas. As a result, children make good progress. Staff observe and respond to children's interests, encouraging child-led play. This means children confidently explore their environment and become engaged in the thoughtfully planned activities and resources. Children have daily opportunities to play and explore in the large, diverse outside area. They develop their physical skills as they ride on trikes and hang from the 'Ninja line' in the forest and enjoy singing songs while rocking in hammocks. Learning opportunities, both inside and outside, are as equally engaging, which further supports those children who prefer to learn outdoors. Leaders and staff foster children's curiosity and understanding of the natural world. Children learn the importance of treating animals kindly and with care. For

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The provision is good

example, they enjoy taking part in bug hunts and using bug catchers to explore caterpillars and 'sticky bugs'.

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need to do better?

n Children make good progress. The curriculum is ambitious and prepares children for their next stage of learning. A strong key-person system means that staff know their children well. They can identify gaps in their development and plan challenging next steps. However, plans are not always swiftly implemented for children with additional needs. n Children are wonderfully behaved and staff are excellent role models for them. Children are supported by staff to recognise how they are feeling and manage their emotions. For example, in preparation for school, older children have been working on a 'what bugs us' ladybird display to discuss how they can respond appropriately to things they do not like. This supports children's emotional well- being, communication and resilience. Staff speak in a kind and gentle manner to children and provide calm spaces, such as a sensory room to support children if they are feeling overwhelmed or need some additional support. This helps

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need to do better?

children to feel safe and secure. n Children demonstrate a love of learning and a strong sense of curiosity. They

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need to do better?

13 May 2025 engage in sustained purposeful play with their peers. For example, children delight in playing with a China tea set, pouring tea, tasting lemons, working together to squeeze the water out of the tea bags and discussing the flavours. n Leaders and staff recognise the importance of developing children's communication and language. They create a language-rich environment for children to build and strengthen their skills. Staff engage children in meaningful conversations. They value what they say and skilfully leave gaps to allow children thinking time. Exciting and engaging story times in the woods introduce new vocabulary to children, who delight in joining in familiar stories with actions and rhymes. n Staff plan an exciting and broad curriculum for children, both inside and outside. The stimulating outside space allows children to explore and connect with nature. Children learn how to take small risks in their own play and learning

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need to do better?

under the watchful eye of the staff, such as identifying plants that may sting. This means children learn how to keep themselves safe. n Involvement with other professionals, such as teachers, ensure a successful transition to school. Staff establish strong links with teachers. Parents mention that their other children, who have previously attended the pre-school, have had a highly successful and a seamless move on to the next stage of their education. n Leaders and staff work well together and are passionate about their role. They place children at the heart of everything they do and share the same values and vision for the pre-school. Parents speak very highly of the pre-school. Parents particularly value the homely and inclusive feel of the pre-school and the strong community ties. Leaders and staff keep parents informed on the progress their children make and the care they receive. n Staff well-being is high. Leaders work hard to create a stimulating and caring

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need to do better?

work environment for staff. They are supportive and kind and staff feedback that they feel valued and supported to develop their professional skills.

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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 support staff further to plan more precisely for children with additional needs to help them get the best start in their early education.

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Setting details

Unique reference number 508612 Local authority Suffolk Inspection number 10380646 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 30 Number of children on roll 58

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Name of registered person

Botesdale And Rickinghall Pre-School Committee

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reference number

Telephone number 07796 014304 Date of previous inspection 18 June 2019

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Information about this early years setting

Botesdale and Rickinghall Pre-School registered in 1994 and is run by a voluntary committee. The pre-school employs nine members of childcare staff. Of these, six hold appropriate early years qualifications at level 3, and the manager holds a qualification at level 5. The pre-school opens Monday to Friday, from 9am until 3.15pm, during term time only. It provides funded early education for all eligible children.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with special educational needs and/or disabilities. 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 during story time. n The inspector spoke to several parents during the inspection and took account of their views. 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

13 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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