Great Finborough & Buxhall Under 5's

Inspection of Great Finborough & Buxhall Under 5's Pettiward Hall, Great Finborough, Stowmarket IP14 3AE

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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

Children arrive at the setting with real glee and excitement, jumping as they enter. Staff greet them and their families with a smile and welcome children by name. Registration allows children time to share their thoughts for the day. Staff thoughtfully give all children time to speak as they put up their hands and wait patiently to have their turn to share their news. Children say, 'I'm going to the funfair,' as they share their excitement about their plans.

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The provision is good

Staff present children with a wealth of opportunities to explore mark making and extend their fine motor skills and thinking skills. Children draw with chalk and cover over their drawings with water. They say, 'It's dripping away,' as they watch the chalk disappear. Children enjoy painting and confidently predict what colour they will make as they mix colours together. They remark, 'It's cool mixing colours.'

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The provision is good

Staff have high expectations for children's independence and confidence. Children wash their own hands and pour their own milk at snack time. Children's behaviour is good. Staff are good role models. They remind children to say 'please' and 'thank you'. Children take turns, share and are keen to help. For example, children help to put out cups, jugs and chairs for their friends at snack time. This helps children form friendships.

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need to do better?

n Children are proud to tell adults how they grow beans and strawberries. Staff support children to take care of the plants they grow and teach them the importance that water plays in them growing tall. This helps children to respect and care for plants around them and fuels their interest and knowledge in where their food comes from. n Parents hold the setting in high regard. They state that their children 'love coming', that the staff are so 'nurturing' and that their children are always making things like 'crumble'. Parents feel well informed and know who their child's key person is and what their child's next steps in learning are. n Staff support children with special educational needs and/or disabilities (SEND) well to help them make the best possible progress. However, some strategies are not implemented consistently, such as using a sand timer to support children with SEND with their self-regulation. This means some children are not always

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need to do better?

clear about staff's expectations. n Children learn different concepts of mathematics throughout their day. They measure, count and experiment with volume, demonstrating their understanding. For example, children pour bubbly water from one container to another. They explain, 'I am filling to the top.' n Overall, staff support children with their communication and language

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need to do better?

23 May 2025 development well. They sometimes repeat what children say, sing songs and read stories. However, where additional, more targeted support for children is required, staff have not considered learning new strategies to enable children to make the best progress they can. n Staff provide rich learning opportunities for children to grow knowledge and delight of their local community. They visit the church, local residential home for older people and the woods. Staff skilfully use a walk to the woods as a teaching opportunity for children to learn road safety and develop a fondness for nature. They look and care for insects in the wild as they go on a bug hunt with binoculars, magnifying glasses and notepads. n Children squeal with delight at story time. They dress up, use props and join in with staff, who expertly read stories with drama and animation. As a result, children build a strong foundation for a love of early reading.

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need to do better?

n Music plays an important role in the children's day. They dance with ribbons and shake maracas and bells from the music box. They laugh with excitement as they sing and move to the music, strengthening their core muscles. n Staff encourage a 'can-do' attitude and are quick to praise children for their achievements. They say 'well done' and 'good trying'. This builds children's self- esteem and strengthens their belief in their own abilities. n Children are happy to chat to new adults. For example, they eagerly share what they have in their buckets and say, 'I've got bubbles in mine. I've got loads of bubbles in mine.' This demonstrates that children feel safe and secure.

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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 staff to implement behaviour strategies consistently for children with special educational needs and/or disabilities n develop staff's knowledge of additional ways to support children's communication and language development to enable all children to make the best progress they can.

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Setting details

Unique reference number 251497 Local authority Suffolk Inspection number 10388593 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 25 Number of children on roll 25

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Name of registered person

Great Finborough & Buxhall Under 5's Committee

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reference number

Telephone number 07513 140072 Date of previous inspection 18 July 2019

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Information about this early years setting

Great Finborough & Buxhall Under 5's registered in 1982. The setting employs four members of childcare staff. Of these, three hold relevant early years qualifications at level 3. The setting opens from Monday to Friday during school term time. Sessions are from 8.30am to 3pm. The setting provides funded early education for all eligible children.

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Inspection activities

n The manager and the inspector completed a learning walk together and talked to the inspector about what they wanted the children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Parents shared their views of the setting with the inspector. n The inspector observed the quality of education being provided and assessed the impact that this is having on the children's learning. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The manager and the inspector carried out a joint observation and held a discussion. n The children spoke to the inspector during the inspection. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working at the setting.

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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

23 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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