Little Turtles Pre-School The Cornerstone U.R.C.

Inspection of Little Turtles Pre-School The Cornerstone U.R.C. Central Avenue, Southend on Sea, Essex SS2 5JL

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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

Staff have a clear intent for what they want all children to learn during their time in the setting. They encourage children to use available resources to lead and extend their own play. For example, children use cardboard boxes as boats. Staff talk to children about different types of boats and introduce new language to children such as 'shore'. Children sing and do the actions to familiar boat themed songs. Children wait patiently for their turn on the 'boat'. They giggle in delight as the staff move the boxes around the room with them inside. Children copy and help their peers to move in the boxes. They are highly engaged in these interactions.

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The provision is good

Staff understand how young children learn to communicate. They place an emphasis on language acquired through listening to stories and songs. Children listen to instructions given in songs to copy the actions. Children listen to stories and recite familiar sentences in stories and songs.

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The provision is good

Staff have high expectations for children's behaviour and support them to follow the behavioural expectations of the setting. Children are learning how to share and take turns. Children are highly engaged in their play and demonstrate perseverance to complete tasks.

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need to do better?

n Children demonstrate that staff have worked hard to embed the routine of snack time. Children show that they understand what is expected, and as a result children are extremely independent and able to serve themselves their snack. Children find their own name cards, pour their own drinks, serve themselves fruit and vegetables and wash up their plate and cup when they are finished. Children proudly demonstrate that they know what to do and show delight when praised for this achievement. Although snack time is a good experience for children, the preparation and clearing away of routine activities is not so effective. Staff are not always deployed in the most effective way to support children's needs and high levels of engagement. n Staff demonstrate good knowledge about child development and their individual key children. They are able to identify children's strengths and any concerns they have about how children are learning. They confidently describe how they

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need to do better?

provide children with opportunities to build upon what they know and can do, to support all children to make good progress. n Staff plan a curriculum that provides children with opportunities to explore new experiences. Children learn about the world around them. For example, they are learning about different textures and how these can be changed by mixing ingredients together such as when making dough. n Staff engage children in a range of activities and experiences linked to the

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need to do better?

24 June 2025 interests of the children. They interact well with children during their play. However, leaders recognise that continued support is required to raise the quality of staff interactions, to ensure good quality teaching is consistent across the whole team. n The setting works in partnership with parents and other professionals to best support all children, including those with special educational needs and/or disabilities (SEND) to make good progress. They use their excellent knowledge of the children and advice from professionals to set individualised targets for each child. These targets are implemented in the setting using a number of different strategies to meet the individual needs of the child. This carefully planned approach supports children with SEND to make good progress. n Partnerships with parents are well established. Parents speak very highly of the setting. They state that communication between them and staff is effective, and

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need to do better?

they feel well informed about their child's learning. Parents praise staff for being inclusive and supporting all children to make good progress. n Children demonstrate enjoyment in interacting with their peers and staff. They seek out others to share experiences and talk about things they have found. Children play with small-world people, engaging in imaginary play with each other. They talk about the characters and make up stories. Younger children copy their peers. They make noises and move the characters, mimicking what they see the older children do.

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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 embed good quality teaching so that it is consistent across the whole staff team n review the organisation of the deployment of staff during routine activities to ensure engagement with children remains consistently strong.

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Setting details

Unique reference number 119461 Local authority Southend-on-Sea Inspection number 10394773 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 Sessional day care

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inspection

Total number of places 32 Number of children on roll 27

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Name of registered person

The United Reformed Church (Eastern Province) Trust

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reference number

Telephone number 07789 620840 Date of previous inspection 25 September 2019

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Information about this early years setting

Little Turtles Pre-School The Cornerstone U.R.C. registered in 1999. The pre-school employs six members of childcare staff. Of these, three hold appropriate early years qualifications at level 5, two at level 3 and one at level 2. The pre-school opens from Monday to Friday during term time only. Sessions are from 9.15am until 12.15pm. The pre-school provides funded early education for all eligible children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The deputy manager and inspector completed a learning walk of all areas of the setting and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a communication and language activity with the manager. 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 setting. n The inspector spoke with the nominated individual about the leadership and

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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 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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