Great Bentley Pre-School

Inspection of Great Bentley Pre-School Great Bentley Village Hall, Plough Road, Great Bentley, Colchester, Essex CO7 8LG

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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 are very happy at this setting. They arrive smiling and eager to embark in a day filled with exciting activities. Leaders and staff carefully consider children's needs, interests and abilities when creating a stimulating and dynamic environment. Tailored settling-in sessions for children, mean that staff get to know them well right from the start, which helps children adapt seamlessly. Staff encourage children to make their own choices of what they would like to explore next. For example, at snack time, staff prompt children to choose their favourite food. They also help children to pour their own drinks and serve their own food to support their hand-eye coordination and independence. Staff often praise children for their efforts and they quickly feel appreciated during their time at this setting. This helps develop children's emotional resilience and self-esteem.

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The provision is good

Staff are nurturing and kind. They are intuitive to children's needs and are readily available to offer them guidance, support and reassurance. Staff have high expectations of children and gently prompt them to follow the setting's routines and boundaries. For example, before going in the garden, children enthusiastically help with tidy up duties. They proudly wear a 'little helper' badge, smiling as they carry out these responsibilities. This helps children become positive and independent learners.

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need to do better?

n Leaders are knowledgeable and experienced. They offer an inclusive practice. Children with special educational needs and/or disabilities are thoroughly assisted in their learning journey. Meaningful partnerships with parents and other professionals mean that children who require additional help make good progress in their learning. Leaders also support children who speak English as an additional language, to help them acquire the language skills needed to effectively communicate and embark in learning opportunities. n Leaders create a robust curriculum that helps children to develop their independence, communication and self-help skills in readiness for their next stage of education. However, some staff do not consistently implement this into practice. For example, they have not fully considered how to use the lunchtime experience to build on children's social and language skills even further. n Staff have good knowledge and understanding of children's learning and

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need to do better?

development. They complete regular assessments to track children's progress and next steps in their learning, which they share with the parents. However, occasionally, staff do not consistently reflect on or adapt their practice and interactions to effectively promote children's thinking skills and deepen their learning. n Staff create great opportunities for children to enhance their sensory

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need to do better?

17 July 2025 experiences, refine their dexterity and fine motor skills. Children are fascinated to learn how to mix various ingredients to make play dough. They listen intently to staff's instructions on how to measure and pour flour and water to develop their mathematical skills. Children then use various utensils to stir and mix the ingredients, while closely observing the new texture. Skillful staff introduce new words, such as 'oil' and cinnamon', and clearly explain their meaning to ensure children securely embed the new vocabulary. This also helps children further develop their thinking and problem-solving skills. n Children enjoy staying active to embrace a healthy lifestyle. In the garden, they operate large bikes with confidence to improve their balance and coordination. Staff use sand timers to support children in taking turns with resources and equipment, fostering cooperation and enhancing their social interaction skills.

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need to do better?

Children also enjoy exploring the sand pit with staff and peers. They use spades and buckets to create sandcastles, showing high levels of fascination and determination. This positively contributes to developing children's imaginative skills. n Leaders are thoughtful and reflective. They create a supportive and positive culture for all staff who report are very happy to work at this setting. Leaders demonstrate a strong commitment to providing children with the best possible start to their early education and work diligently to implement effective strategies that continually enhance staff practice. n Partnerships with parents are positive. They praise the warm support their children receive from all staff and leaders. Parents feel involved in their children's learning and find the communication to be effective. Parents value staff's immense contribution to their children's progress in their 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 embed further the curriculum intent so that all staff understand how to continually implement it across the provision to fully prepare children for their next stage in education n continue to build and strengthen all staff's skills to enable them to consistently tailor their interactions to extend and deepen children's learning even further.

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Setting details

Unique reference number EY450793 Local authority Essex Inspection number 10406512 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 32 Number of children on roll 52

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Name of registered person

Great Bentley Pre-School Community Interest Company

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reference number

Telephone number 07522 572303 Date of previous inspection 6 March 2020

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Information about this early years setting

Great Bentley Pre-School registered in 2012 as a community interest company. The setting employs 12 members of childcare staff, of whom nine hold appropriate early years qualifications at level 3, including the managers. The setting opens from Monday to Friday during term time only. Sessions are from 9.15am to 3.30pm, except for Tuesday when they open from 9.15am to 12.15pm. The setting provides funded early education for all eligible children.

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Inspection activities

n The inspector and manager completed a learning walk together. They discussed how the curriculum is organised and what they want children to learn. n The inspector observed the quality of teaching and education, both outdoors and indoors, and assessed the impact this has on children's learning. n The inspector spoke with staff at appropriate times throughout the inspection. n Children spoke with the inspector about the activities they were doing. n Some parents met with the inspector who took into account their views. n The inspector carried out a joint observation with the manager. n The inspector held a meeting with the manager. She 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

17 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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