Cootham Pre-School

Cootham Pre-School

Unique reference number (URN): 113448 Address: Cootham Village Hall, Chapel Lane, Cootham, Pulborough, West Sussex, RH20 4JX Type: Childcare on non-domestic premises Registered with Ofsted: 09/09/1999 Registers: EYR, CCR, VCR Registered person: Brooks, Tracey

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Children's welfare and wellbeing Strong standard

Staff support children to take controlled risks, which builds resilience and coordination. They continuously assess and manage potential hazards when playing outside. When children are climbing on the indoor obstacle course, mats are positioned to ensure safe landings. These approaches help children to build strength, balance and confidence, while developing an understanding of risk and how to keep themselves safe.

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Children's welfare and wellbeing Strong standard

Staff create very strong attachments with children. Children confidently explore the pre- school, returning to their key person when they need reassurance or emotional support. The voices of the children are at the heart of this provision. Staff care deeply about the children and their individual needs and ensure their voices are listened to.

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Children's welfare and wellbeing Strong standard

Children are independent. They use the bathroom and wash their hands competently. Staff teach children to have a go and do things for themselves. Children contribute to group circle times by choosing their favourite songs and joining in enthusiastically. Staff often praise children for their contributions. They give children the confidence to encourage one another when they are unsure of the answers. Children develop resilience and learn from making mistakes in a safe environment.

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Inclusion Strong standard

Children with special educational needs and/or disabilities (SEND) are supported extremely well. Staff work in partnership with parents and other professionals to meet children's individual health and learning needs. Leaders act with integrity in using the funding the pre- school receives. For example, additional equipment is sourced to ensure children can join in activities, such as adaptable scooters and step stools. Leaders go above and beyond to provide a flexible and inclusive service to all families, ensuring that no child is made to feel different or unable to access the experiences on offer. This helps to ensure that all children receive the relevant support and interventions to help them to make progress.

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Inclusion Strong standard

Parents comment on the additional support their children have received, particularly children with SEND. They truly appreciate how confident their children become and how thoroughly prepared for school they are.

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Expected standard

Leaders invest in staff development. Staff have access to a wide range of training, including working with children with SEND and children who speak English as an additional language. They share learning with colleagues and apply new strategies, such as using Makaton, to support children effectively.

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Achievement Expected standard

Children benefit from a range of learning opportunities that enable them to become capable and confident individuals, with a 'can-do' attitude to learning. Children are supported to prepare for their transition to school as any gaps in their development are identified and acted on swiftly. Children show developing attention and listening skills during adult-led activities. They enjoy listening to stories and joining in with songs and rhymes. Children have many opportunities to develop the muscles needed for later writing. For example, they enjoy squishing pipettes to drop coloured milk into a tray of oil and observing the patterns it creates. This helps to develop the small muscles in their hands. Children are encouraged to be independent. They show increasing concentration as they carefully pour their own milk at snack time. Children develop physical skills and confidence through a range of activities.

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Achievement Expected standard

They access climbing equipment, indoors and outdoors, learning to balance, coordinate and judge risks safely.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well due to staff's clear expectations and consistent approach. They play kindly with their friends and show care for one another, developing strong relationships built on trust. Through play and staff's modelling, children learn to share, take turns and cooperate with others. Children listen carefully to one another and to adults, contributing their own ideas and recognising that their voices and feelings are valued in the group.

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Behaviour, attitudes and establishing routines Expected standard

Children arrive at the pre-school at different times. This can cause some children to feel unsettled as they enter the busy room. Staff support children to hang up their own coats and bags when they arrive and move into activities that are available for them to choose from.

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Behaviour, attitudes and establishing routines Expected standard

Children know the daily routines of the pre-school and understand the expectations of when to tidy toys away. However, at times, children leave their belongings for staff to organise and put away, and staff do not support them to follow the expectations that they will clear their own things away.

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Curriculum and teaching Expected standard

Leaders and staff organise a curriculum focused on developing children's independence, social and physical skills. For instance, outside, children explore ice, breaking it with hammers and describing how it feels. Staff help children to build on their vocabulary. For example, they introduce descriptive words, such as 'freezing' and 'chilly', when children hold the ice. Where children speak more than one language, staff support them effectively to understand key words in English. Staff provide opportunities to support children's communication. Leaders ensure that children have free-flow access between the indoor and outdoor spaces. This supports children who prefer to learn outside.

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Curriculum and teaching Expected standard

Staff follow children's interests and provide plenty of opportunities for children to explore freely and lead their own learning. However, at times, the planning of the curriculum is less consistent. For example, staff do not consider what it is they want children to learn before they plan some activities. This means that, at times, learning does not build progressively on prior knowledge and skills.

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Leadership and governance Expected standard

Leaders are committed to providing an appropriate standard of care and education for children in the local community. The pre-school has been running for many years, and parents speak fondly about the personalised support they receive. Leaders value their staff and place a strong focus on their well-being. A programme of training, supervision sessions and an open-door policy for any concerns support all staff to achieve their full potential. Staff say they feel supported and work tirelessly to ensure that the pre-school continues to meet the needs of the children and the community it serves. Staff feel valued and are happy, which supports children's development.

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Leadership and governance Expected standard

Staff develop their knowledge and skills through a wide range of carefully chosen training. Statutory requirements, such as paediatric first aid and safeguarding courses, are prioritised, alongside ongoing professional development linked to the curriculum. Training reflects the needs of children and families, enabling staff to deliver consistent, informed practice. Staff exchange information at the start and end of sessions and share what they have learned in training. New staff have benefited from a thorough induction period, and they understand their roles and responsibilities well.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children relish their time in this bright and welcoming pre-school. They demonstrate good physical dexterity in the garden. For example, they use a range of tools to crack a block of ice, carefully trying not to hit their fingers. Children laugh infectiously as they take turns rolling toy cars down drainpipes. They comment on which ones they think will make the biggest 'splash'. Staff give clear and consistent messages about children's behaviour. Staff model good manners and the behaviours they expect very well. Children form close friendships and become deeply engrossed in their play.

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What it's like to be a child at this setting

Children are happy and content at this pre-school. They and their families receive personalised welcomes from friendly leaders and staff as they arrive. Children confidently wave goodbye to their parents and place their belongings away ready to start their day. Those who arrive later are supported by staff, who talk through their arrival, as they navigate the busy activities other children are engrossed in. Children are supported by staff to follow routines. However, this is not always consistent. All staff recognise that children need secure attachments to feel safe and be able to explore with confidence. As such, all children benefit from the nurturing and attentive staff. These experiences support children's personal, social and emotional development.

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What it's like to be a child at this setting

Children are calm, kind and considerate and behave very well. They are happy and secure in the pre-school. There is a strong focus on promoting children's independence and confidence. Children choose which toys they want to play with and enthusiastically join in with group times. They are taught to take appropriate risks and understand how to keep themselves safe, for example when climbing, balancing or exploring the outdoor area. Children have lots of choice to engage effectively in play. They have positive attitudes to learning.

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Next steps

Leaders should consider what they want the children to learn more precisely before planning activities. Leaders should consistently embed the routines and expectations of the children from the start of the day, including reinforcing punctual arrivals.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, children and parents during the inspection.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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About this inspection

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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Address:

Cootham Village Hall Chapel Lane, Cootham Pulborough West Sussex RH20 4JX

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Thursday : 08:30 - 15:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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