Roman Road Pre School

Inspection of Roman Road Pre School United Reformed Church, High Street, Ingatestone CM4 9EY

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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 Not applicable

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The provision is good

Children arrive eager to learn at the setting. Practitioners settle children in for the day ahead with familiar welcome songs. Children sing loudly and use their excellent physical skills while completing the actions. This invigorates and motivates the children, who then run to find their favourite activities. Children put on hard hats and high-visibility vests, ready to become builders in the construction area. They build towers and squeal when they topple over. Practitioners encourage children to describe what they are doing. Children reply, saying, 'I am building a tall tower'.

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The provision is good

Practitioners implement a balanced, child-centred curriculum. Children learn through exploration in the garden. They hunt for bugs under the grass and say, 'I have found a worm and a millipede', excitedly showing practitioners. Children carefully place bugs in containers and use magnifiers to study them. Practitioners ask questions to support children's language skills. Children respond confidently, describing how some bugs have 'eight legs' and 'run quickly'.

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The provision is good

Children often show kindness to one another, sharing resources and helping their friends. Practitioners are excellent role models, guiding and supporting children to manage their emotions. Children seek comfort when upset, having formed close, secure bonds with practitioners. Children are resilient, they keep trying until they succeed in achieving what they set out to do.

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need to do better?

n Practitioners know their key children well. They provide a learning environment that is child-centred and fun. Children assign the roles of customer and waitress as they make a coffee shop. They take orders and deliver them to the table, acting out experiences from the outside world. Children demonstrate excellent physical climbing a small tree in the garden. Practitioners praise children, which gives them the confidence to try new things. n Practitioners read stories to children, teaching them to enjoy books. Children enjoy reading 'Goldilocks and the Three Bears' to their friends. They use their imagination to make up alternative versions of this story. Practitioners take children to the library and borrow books to read at home. Children learn about road safety and how to keep themselves safe when out in the community. They build self-esteem and confidence in new situations. However, practitioners do not

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need to do better?

consistently follow children's current knowledge or interests to support and extend their learning further. n Children, including those with special educational needs and/or disabilities, make significant progress in their learning and development. Practitioners work with professionals and parents to design and implement effective support for children. The setting is accessible and adapted to meet the needs of all children.

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need to do better?

5 June 2025 As a result, no child is excluded from activities and experiences within the setting. n Transition arrangements help children to settle in well at the setting. Practitioners ensure arrangements are flexible and meet the needs of each child. Additionally, children make successful transitions to school having being well prepared for this next stage in their learning. n Parents speak highly about the setting. They praise the dedicated practitioners who ensure every child's needs are met. Children make good progress and are very happy, having built strong bonds with their key person. Practitioners regularly update parents about their children's development and achievements. This helps parents to support children's learning at home. n Practitioners are excellent role models for the children. They teach children about respect and inclusion throughout their play. Children know how to be kind to their friends and, older children care for younger children in the group.

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need to do better?

Children learn about special events in their lives and those of others such as Diwali and Chinese New Year. n Children to manage personal hygiene routines, supported by practitioners. Children wash their hands before meals and self-serve fresh fruit at snack time. They share conversations, saying 'Milk comes from cows' and 'Cows live on farms'. Although children show some independence, practitioners have not considered further ways to help children develop their independence and do things for themselves. n Practitioners are motivated and feel valued by leaders who are excellent role models. Leaders strive for continuous improvement in the setting. A high value is placed on staff training and investment in new equipment and resources. As a result, children make good progress in their 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 help practitioners to use their knowledge of what children already know to focus their teaching more precisely on what children need to learn next n guide practitioners to provide children with more opportunities to develop their independence and do things for themselves.

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Setting details

Unique reference number 2718974 Local authority Essex Inspection number 10388513 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 28 Number of children on roll 47 Name of registered person Callaway, Faye

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reference number

Telephone number 07946206203 Date of previous inspection Not applicable

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Information about this early years setting

Roman Road Pre School registered in 2023. It operates Monday to Friday, term time only, from 9.15am until 14.45pm, except for Tuesday when they are open from 9.15am until 13.15pm. The setting employs seven practitioners. Of these, five hold appropriate early years qualifications at level 3. The setting provides government funded early education for all eligible children.

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Inspection activities

n Leaders and managers discussed the intent of their curriculum during a learning walk with the inspector. n The inspector carried out a joint observation of a group activity with the manager. n The inspector spent time observing the quality of education and teaching, indoors and outdoors, and assessed the impact on children's development and learning. n A leadership and management discussion took place between managers and the inspector. n The inspector talked to several parents during the inspection. n Leaders shared documentation, including evidence of practitioners' suitability and training certificates, with the inspector. n The inspectors talked to practitioners at appropriate times during the inspection and took account of their views.

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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

5 June 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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