Alpington & Yelverton Pre-School

Inspection of Alpington & Yelverton Pre-School Alpington Village Hall, Church Road, Alpington, Norwich, Norfolk NR14 7NU

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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 welcome children warmly each morning. They speak with parents about each child's start to the day. This helps children settle quickly and enjoy the activities waiting for them. Staff know children very well. They respond with genuine care and kindness in every interaction.

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The provision is good

Children thrive in the calm, purposeful environment. They follow familiar routines that give them security and comfort. After the summer break, staff focus on helping children remember rules and routines. For example, reminding children to use walking feet inside and 'kind hands' when playing with their peers. Children remember the tidy-up song. They enthusiastically join in with staff to help clear resources away before lunch. Staff model how to tidy with care and encouragement. Children remember where resources belong. Once one area is tidy, they move to the next with energy and pride. These moments highlight how children build resilience and teamwork. They develop confidence, responsibility and a strong sense of belonging. This culture of care and respect supports children's personal development. It prepares them well for future learning.

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The provision is good

Leaders plan the curriculum with care, it covers all seven areas of learning. Staff place a strong focus on building friendships through play. Staff join in, encourage children to take part and plan activities that reflect their interests. This helps children grow in confidence and develop secure social skills.

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need to do better?

n Children enjoy indoor and outdoor play that follows their interests. Recent investment has created a safe, engaging outdoor area. Children can climb, balance and ride bikes to build strength, coordination and stamina. As a result, children make strong progress in their physical development. n Leaders have a clear vision to help children grow as confident, independent learners. They plan the environment so children can make choices and take responsibility. Staff support children well, but do not always give them consistent opportunities to practise developing their independence. For example, children do not always get to self-serve at snack time or put away their coats and belongings on arrival. This means children have fewer opportunities to build important self-care skills. n Parents speak highly of the pre-school and staff. They value the care their children receive and report they are happy and settled. Parents explain they

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need to do better?

have a good relationship with their child's key person and receive clear updates about their day. Staff share children's achievements and celebrate milestones, which helps parents feel involved and supports children's well-being. However, staff do not always share ideas for extending learning. This reduces how well

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need to do better?

4 September 2025 some parents can build on children's progress at home. n Children make good progress from their starting points. Staff take time to get to know each child well. They use this knowledge to plan activities that reflect children's interests and build on what they already know. Staff focus on individual next steps, so learning is meaningful. As a result, children remain focused, motivated and eager to learn. n Staff deliver lively and interactive story times that capture children's attention. They pause at key moments, so children can recall events and predict what happens next. Staff weave maths into stories, for example, by asking children to count the buttons on the gingerbread man. They support language skills by encouraging children to repeat key phrases and join in with rhymes. Staff build listening and attention as children follow simple instructions within the story. Children of all ages join in with enthusiasm, expanding their vocabulary and

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need to do better?

showing a clear love of books and learning. n Leaders prioritise staff welfare. They value each member of the team and make good use of their individual skills. Staff say leaders support their professional development and create a positive working culture. As a result, staff enjoy their roles and remain committed to the setting. This stability benefits children, who receive consistent care from familiar adults they know and trust.

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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 strengthen staff practice so that children can develop their independence and self-care skills further n continue to build on partnership with parents to provide them with information on how they can support their children's learning at home.

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Setting details

Unique reference number 253995 Local authority Norfolk Inspection number 10398581 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 24 Number of children on roll 22 Name of registered person Alpington & Yelverton Pre School Committee

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reference number

Telephone number 07585 873508 Date of previous inspection 31 October 2019

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Information about this early years setting

Alpington & Yelverton Pre-School opened in 1972. The pre-school employs five members of childcare staff. Four hold appropriate early years qualifications at level 3 or above, including the manager who holds qualified teacher status. The pre- school opens from Monday to Thursday during term time. Sessions are from 9am until 3pm on Monday, Wednesday and Thursday and 9am until 12 midday on Tuesday. The pre-school provides government funded places.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector observed activities, indoors and outdoors, and assessed the impact teaching has on children's learning. n Staff spoke to the inspector during the inspection. n Parents shared their views of the pre-school with the inspector. n The inspector viewed key documentation, including suitability checks for all adults working with children.

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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

4 September 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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