Ring O' Roses Pre School

Inspection of Ring O' Roses Pre School RNA Club, 73-79 East Street,Prittlewell, Southend on Sea, Essex SS2 6LQ

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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 confidence and excitement. Practitioners greet them, having developed strong bonds with them. Children sit for a welcome song, discuss the day ahead, and share their news. Practitioners teach children about the weather and the days of the week. Children recognise that it is hot and sunny outside and say it is 'Thursday' today.

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The provision is good

Practitioners offer a balanced curriculum. This helps children develop the skills they need for future learning. Children are very independent and know what they want to learn. They ask for help when needed. Practitioners also encourage children to tidy up before going outside for playtime. Children thrive outdoors, for example, as they explore sea creatures in the water. They scream, saying 'the shark is coming,' hiding the other fish away.

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The provision is good

Children form close friendships with peers and enjoy playing together. They take part in group activities, including storytelling and circle time. Practitioners help them listen and respond to one another. Children respect others. They share resources and learn to wait their turn for activities. They enjoy sharing snack time with friends. Practitioners educate children about growing fruit and vegetables. This prompts children to have interesting discussions about where their food comes from.

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need to do better?

n Practitioners organise their learning environment well. Children role-play in the home corner and learn about food from around the world. They dress up in costumes from different cultures to learn about diversity. Furthermore, children explore celebration days that hold meaning for them throughout the year. Practitioners build friendships among children and families by hosting sports days in a local park. They take children to the local shop where they experience buying food for snacks. This helps children understand their local community. It also boosts their confidence in new situations. n Practitioners ensure children have fun while learning. Planning considers what children enjoy and captivates these interests in their play. Children use their physical skills to climb and balance in the garden. They model dough and discuss the shapes they have created. Children complete puzzles using excellent

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need to do better?

problem-solving skills. However, practitioners sometimes miss opportunities to engage with children and enhance their learning further. n Children, including those with special educational needs and/or disabilities, make good progress in their development. Practitioners partner with families and professionals to create effective support plans for children. This ensures children gain valuable learning experiences that enhance their development and

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need to do better?

10 July 2025 wellbeing. n Practitioners manage transitions well. They organise settling-in sessions for children tailored to individual family needs. This is especially important for families with English as an additional language. Practitioners build strong relationships with their key children. This helps them feel safe and secure in the setting. Also, practitioners connect with local schools to share information before children move on to these. n Parents speak with enthusiasm about the setting. They feel involved and supported as partners in their children's learning. They discuss the strong connections practitioners build with their children. They also share how happy they feel in this environment. Parents say their children are ready for school and have made good progress. Children thrive and are ready for the next stage in their learning journey. n Children handle their hygiene routines well. They know it is important to wash

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need to do better?

their hands before meals. They enjoy mealtimes where practitioners teach them about healthy food choices. Children discuss their favourite vegetables and say, 'Carrots are good for us.' Children share, are polite to each other, and generally behave well. However, practitioners sometimes fail to reinforce behaviour boundaries. As a result, and at these times, children are not best supported to understand expectations. n Management is good. Leaders place a high value on the well-being of practitioners in the setting. They conduct regular staff supervisions and observe practitioners to assess the quality of teaching. Leaders access training to improve education within the setting. Additionally, they work in partnership with local early education advisors. As a result, children make good progress in their development and learning.

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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 ensure practitioners use every opportunity to extend children's development and learning during structured and spontaneous play n develop consistent behaviour management techniques that support children to learn how to manage their behaviour.

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Setting details

Unique reference number 119513 Local authority Southend-on-Sea Inspection number 10394692 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 26 Number of children on roll 22 Name of registered person Ring O' Roses Preschool Committee

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reference number

Telephone number 01702 617 106 Date of previous inspection 20 September 2019

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Information about this early years setting

Ring O' Roses Pre School registered in 1995. The pre-school committee employs six members of childcare staff, all of whom hold appropriate early years qualifications between at either level 2 or 3. The pre-school opens from Monday to Friday, from 9.15am until 12.15pm, during term time only. It provides government funded places for all eligible children.

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Inspection activities

n Managers discussed the intent of their curriculum during a learning walk with the inspector. n The inspector talked to several parents during the inspection and took account of their views. n Managers shared documentation, including evidence of staff suitability and training certificates, with the inspector. n The inspector talked to staff at appropriate times during the inspection. 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 The manager carried out a joint observation of a group activity with the inspector. n A leadership and management discussion took place between managers and the inspector.

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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

10 July 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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