Debenham Roundabout Pre-School

Inspection of Debenham Roundabout Pre-School Sir Robert Hitchams Primary School, School Corner, Debenham, Stowmarket, Suffolk IP14 6PL

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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 thrive in this emotionally nurturing and engaging setting. They are warmly welcomed each day into a carefully planned environment that supports both their emotional development and learning. The atmosphere is calm and purposeful, with children demonstrating a strong sense of belonging and safety. They engage in their activities with confidence and joy, supported by staff who prioritise their well- being and self-esteem. Children are excited to share their learning. They beam with pride when showing off their creations, such as tall towers of building bricks, or when mixing flower petals in coloured water, fascinated by the changes they observe. These spontaneous moments are celebrated by staff, helping to foster children's curiosity and a genuine love of learning.

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The provision is good

The setting places a strong emphasis on developing children's emotional literacy. Children are encouraged to identify and talk about their feelings using tools, such as 'The Colour Monster' toys, which they cuddle and describe, showing empathy and emotional understanding. For example, children who are feeling happy choose to cuddle the sad monster to cheer him up. The setting has created calm, safe spaces that particularly benefit children with special educational needs and/or disabilities (SEND), enabling them to regulate emotions and remain engaged.

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need to do better?

n Staff have high expectations for all children and, as a result, all children make good progress. They fully understand what makes each individual child unique and what their needs and next steps in learning are. This helps staff plan environments that support all children, including those with SEND. For example, staff have introduced objects of reference and signs, which successfully supports all children to communicate with confidence and fully understand and manage the changes in routine well. n The manager's high expectations and vision for continual improvement are evident, with a clear focus on developing the curriculum, embedding good teaching practice, and supporting staff well-being. Staff feel supported and reflect together to develop their curriculum and provision. For example, the staff team reflected and made changes to their approach towards children's emotions, which has had a positive impact on the children by giving them more avenues to

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need to do better?

express themselves. n Children are active participants in their learning. They know what they are working on and can talk about the theme and the letter of the week. Activities are thoughtfully linked to their interests and skilfully enhanced by staff through the use of songs, signs and discussion. For example, during the 'days of the week' song, staff reinforce the letter 'm' sound, helping children recall and build on previous phonics learning.

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need to do better?

9 June 2025 n Independence is encouraged throughout the setting. For example, children pour their own drinks, spread butter on crackers, wash their own hands and confidently use cutlery during mealtimes. This helps to prepare children for the next stages in their learning journey. n Staff ensure that children have lots of opportunities to build on their physical development. For example, they enjoy riding bikes, using stepping stones for balance and using scissors and glue sticks to develop fine motor skills while making sunflowers. This helps children learn how to control their bodies. n Parents speak highly of the setting. They comment that they feel well informed about their child's progress and that their children make good progress. They praise the setting's warm and welcoming environment. n Children enjoy and engage in group activities. For example, they giggle with delight when 'Sammy Snake' emerges from the phonics bag and line up to write

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need to do better?

the letter 's' on the interactive monitor. However, at times, group sessions can be long, resulting in some younger children losing interest. n Mathematics is strongly embedded across the setting. Children are encouraged to count and measure when mixing liquids for potions. However, while staff provide engaging and purposeful learning opportunities, they are sometimes too quick to direct activities or dominate conversations. This can at times limit opportunities for children to think critically, reflect, and fully express their own ideas.

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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 to develop their teaching skills even further, so that they consistently give children time to think and respond to questions n consider the organisation of group times to engage younger children more fully to enhance their learning.

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Setting details

Unique reference number EY362395 Local authority Suffolk Inspection number 10394533 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 23 Number of children on roll 40

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Name of registered person

Debenham Roundabout Pre School Committee

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reference number

Telephone number 01728 861769 Date of previous inspection 11 September 2019

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Information about this early years setting

Debenham Roundabout Pre-School registered in 2007. The pre-school opens from Monday to Friday during term time only. Sessions are from 9am until 3pm. The pre- school employs six members of staff. Of these, all hold a qualification at level 2 or above. The pre-school provides funded early education for all eligible children.

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Inspection activities

n The inspector carried out a learning walk with the manager. n The inspector assessed the impact of the quality of staff interactions and the learning opportunities they provide children. n The inspector viewed the indoor and outdoor learning environments. n The inspector spoke to the manager, children, parents and staff at convenient times and considered their views. n The manager and inspector carried out a joint observation.

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Inspection activities

9 June 2025 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

9 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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