Broome and Ditchingham Pre School

Inspection of Broome and Ditchingham Pre School Ditchingham Village Hall, Loddon Road, Ditchingham, Bungay, Suffolk NR35 2RA

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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 develop high levels of confidence and thoroughly enjoy attending the inclusive pre-school. Staff get to know children before they start through a thorough settling-in process. They collect in-depth information from parents and from observing children at stay-and-play sessions. Staff use this information effectively to plan exciting activities. They consider children's interests and meet their learning needs well. Consequently, children are motivated, happy learners, who make good progress from their starting points. Staff understand what children need to learn next. They provide engaging learning experiences based around seasonal themes and books that ignite curiosity, wonder and a love of reading. Children also benefit from choosing books from a mobile library.

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The provision is good

Staff are extremely caring and attentive to children's needs. For example, children demonstrate increasing confidence in their independence skills by pouring their own drink at snack time. This is because staff sit next to them and offer an appropriate level of support. Children beam with pride when staff praise them for their positive attitudes towards learning a new skill and for their efforts. This gives children the motivation to learn more and increases their self-confidence.

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need to do better?

n Staff are clear about what they want children to learn. They use this knowledge to plan interesting and thought-provoking activities. For example, during an activity to promote healthy eating, children learn to cut apples safely and taste different varieties of apples. Children develop their speech and language as they share their thoughts and recall words they have learned, such as 'core' and 'stalk'. Staff instigate discussions with children about foods that are healthy. As a result, children begin to form healthy habits for life when they begin to ask for more fruit to try. n Staff use assessment to inform targeted teaching, which supports children's development well. Leaders and staff work with parents and other professionals, such as speech and language therapists. This helps all children, including those with special educational needs and/or disabilities (SEND), to make good progress and achieve positive outcomes.

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need to do better?

n Children become deeply engrossed in their play and develop their attention skills in preparation for their move on to school. Outdoor learning is prioritised, and children enjoy the freedom of continual access to outdoor play. Children learn about the world around them as they find bugs in the wildlife garden. They practise their counting skills as they count how many legs a beetle has. However, staff do not always identify times in children's play when they could extend their learning further. This means that children are not consistently provided with opportunities to maximise their learning outcomes.

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need to do better?

22 September 2025 n Generally, staff support children to follow good hygiene practices. Older children independently wash their hands after using the toilet. However, at times staff do not give children consistent messages about hygiene. For example, although staff teach children to wash their hands before meals, they do not fully explain why this should be immediately before sitting down to eat to help prevent the spread of germs. n Leaders support staff's professional development and well-being. Staff enjoy the training opportunities offered to them and explain how training supports their own areas of interest. They laugh alongside children, demonstrating that they enjoy their roles. Morale is high and children benefit from their enthusiasm. n Children begin to understand the needs of others. For instance, they use timers in their play and are mindful of their friends waiting to take a turn. Staff model

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need to do better?

fair and appropriate ways to manage friendships and frustrations. They give meaningful praise for children's positive actions. As a result, children develop their abilities to build friendships and solve problems independently. n Partnerships with parents are excellent. Leaders and staff provide parents with an abundance of support and guidance. For example, staff refer parents to other services and professionals for further support. Parents appreciate thorough daily communication and guidance on how to further support their children's progress at home. This promotes consistency in children's 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 support staff to enhance interactions with children to challenge and extend their learning even further n reinforce children's growing awareness of the importance of good hygiene practices more consistently.

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Setting details

Unique reference number 253980 Local authority Norfolk Inspection number 10399485 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 18 Number of children on roll 25 Name of registered person Broome and Ditchingham Preschool

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reference number

Telephone number 07721 697 974 Date of previous inspection 4 December 2019

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Information about this early years setting

Broome and Ditchingham Pre School registered in 1992 and is located in Bungay, Suffolk. The pre-school employs five members of childcare staff, who all hold relevant early years qualifications at level 3 or above. Sessions are from 9am until 3pm, Monday to Thursday, and 9am to midday on Friday. The pre-school offers government funded places for childcare and early education.

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Inspection activities

n The manager and the inspector completed a learning walk together and discussed the intentions for children's learning. n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact that this had on children's learning. n The inspector carried out a joint observation with the manager. n Staff and the special educational needs coordinator spoke to the inspector about how they support children with SEND. n Children spoke with the inspector during the inspection. n Parents and carers shared their views of the pre-school with the inspector. n The inspector held a meeting with leaders and discussed how they evaluate the provision. n The inspector looked at relevant documentation, such as evidence of the suitability of the staff working in the pre-school.

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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

22 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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