Murrow Pre-School

Murrow Pre-School

Unique reference number (URN): 221874 Address: Murrow CP School, Murrow Bank, Murrow, Parson Drove, Wisbech, Cambridgeshire, PE13 4HD Type: Childcare on non-domestic premises Registered with Ofsted: 12/05/1997 Registers: EYR Registered person: Murrow Pre-School Committee

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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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Achievement Strong standard

All children, including those with special educational needs and/or disabilities, make superb progress in their learning and development. Despite some minor areas of weakness in the delivery of some large-group times, all children still make excellent progress due to staff adapting the overall provision to individual children's needs. Even the youngest children swiftly settle into the pre-school. They are consistently supported to develop resilience and confidence, displaying pride in their achievements, particularly when celebrated on the 'proud cloud'.

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Achievement Strong standard

Children benefit from highly stimulating opportunities that foster their curiosity, resulting in high levels of engagement. Children are particularly well prepared for their next stage of learning. Feedback from local schools confirms children exceed expected levels on entry. Children become extremely confident in their communication skills and transition smoothly to school, equipped with positive attitudes to learning, high self-esteem and readiness for their future learning.

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Behaviour, attitudes and establishing routines Strong standard

Staff develop secure attachments with children. Through enduring partnerships with parents and carers, staff know the children particularly well. They use every opportunity to support children as they transition into the pre-school by warmly greeting newcomers and guiding them to engaging activities that reflect their interests. Staff understand the importance of providing consistency in children's care routines. They are consistently attentive and responsive to children's needs. For example, staff sing familiar songs to comfort younger children at nap time, helping them to settle quickly in a nurturing environment.

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Behaviour, attitudes and establishing routines Strong standard

The predictable daily routines provide children with a sense of familiarity and belonging. The use of a visual timetable and songs for transitions helps every child to understand what is expected. This is reflected in the enthusiasm with which children help to tidy for lunch, putting away toys and sweeping floors. Expectations for children's behaviour are high, clear and consistently applied. Staff skilfully guide and reinforce positive behaviour, speaking calmly and praising kind actions. This results in a caring environment, where children play collaboratively and build secure friendships among their peers. Leaders work closely with families to highlight the importance of consistent attendance. Their commitment is evident in the high attendance rates and the significant progress that children make.

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Children's welfare and wellbeing Strong standard

Leaders make the welfare and wellbeing of every child a top priority. They respond effectively to the diverse needs of children and their families, adapting their approach as necessary to provide tailored support. Leaders consider the use of additional funding to maximise its positive impact on children's lives. For example, they use funding to significantly enhance children's access to healthy food by providing a nutritious and home- cooked lunch each day. Staff actively participate in mealtimes, using these opportunities to reinforce children's understanding of the health benefits associated with the food they are eating.

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Children's welfare and wellbeing Strong standard

Key persons build secure bonds with children. They prioritise their wellbeing by providing safe sleep environments and regularly checking on them during naps. Daily routines consistently encourage children to become independent in their self-care and physical health. Children practise daily toothbrushing, which families are encouraged to continue to support at home. They benefit from a curriculum that teaches them to explore and express their emotions through a wide range of activities.

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Children's welfare and wellbeing Strong standard

Staff provide valuable daily outdoor opportunities to teach children about physical health. They introduce activities to encourage children to take safe risks and extend themselves in a supportive environment. This fosters children's resilience and confidence, while promoting their overall wellbeing.

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Inclusion Strong standard

Leaders monitor children's progress diligently and very quickly identify children who require additional support or adaptations to the curriculum. They establish highly effective partnerships with professionals, enabling children to swiftly access support. Staff receive purposeful training to fully support their practice in meeting the individual needs of children in their care. They quickly identify barriers to children's learning. Leaders use additional funding particularly well to tailor support for children's individual needs. For instance, they subsidise lunches to ensure that children access healthy and nutritious meals. Leaders consistently review the provision, ensuring that it remains highly effective in supporting children and their families.

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Inclusion Strong standard

Leaders work collaboratively with parents and carers. They implement highly effective targeted support when required. For example, staff introduce signing and share information with parents to introduce this at home with their children. This joined-up approach helps children to make rapid progress from their starting points in development.

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Inclusion Strong standard

Leaders meet the needs of the community they serve extremely well. They understand the difficulties the families in the area face and how these impact on children's learning. They proactively implement support to help them to access targeted help to remove barriers to

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Expected standard

children's learning. For example, they assist families with funding applications to ensure that children can access their entitlement to childcare.

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Curriculum and teaching Expected standard

Staff gather information about children's starting points from parents and carers ahead of their children starting pre-school. This enables staff to plan children's learning from the start. They use ongoing assessments to monitor children's progress and identify any gaps in their learning. They use their understanding of what children know and can do to build on children's skills further.

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Curriculum and teaching Expected standard

Staff provide stimulating and fun learning experiences that reflect children's interests to promote their engagement. As a result, children demonstrate curiosity, concentration and secure social skills. Leaders plan an environment that promotes children's learning in all areas of the curriculum. For example, they introduce mark-making equipment into the outdoor construction area to promote children's literacy skills. Staff skilfully enhance early mathematical skills with children as they play. However, on occasion, some large-group activities are not as well organised. For instance, staff do not consistently recognise when some activities are taking too long and children are kept waiting for their turn.

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Curriculum and teaching Expected standard

All staff have a secure understanding of how to support children's communication and language development. They incorporate a range of highly effective strategies to meet individual children's communication needs and to support their growing vocabulary. Staff model words, using simple signing and actively engaging in children's play. Children enjoy songs and stories throughout the day. Leaders have created a lending library of books and activities for parents to share with their children at home.

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Leadership and governance Expected standard

Leaders are passionate about providing quality learning experiences for all children. They have a secure understanding of the pre-school's context and the diverse needs of the families they serve. From the very beginning, leaders focus on building meaningful relationships with families. For example, they invite parents and carers to join their children for breakfast and participate in stay-and-play activities. This creates a relaxed atmosphere that fosters partnerships and highlights the benefits of quality interactions during play.

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Leadership and governance Expected standard

Leaders regularly review the quality of education and care provided to children, which has a positive impact on the overall care they receive. They work closely with the feeder schools and gain regular feedback about children's achievements. This ongoing evaluation ensures that they meet the changing needs of the children accessing the pre-school effectively. For instance, the pre-school has seen a considerably higher intake of boys than girls, with a preference for outdoor play. Leaders have incorporated resources and activities that reflect their interest in this area. Leaders prioritise staff's wellbeing, and morale is high. Staff confirm they feel valued and 'love their jobs'. They speak highly of the support they receive in their professional development, helping to ensure that every child experiences the same high standard of provision each day.

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

Children thrive in this highly inclusive pre-school. Staff work tirelessly to support parents and carers, building excellent partnerships. Children are excited to come to the pre-school and confidently say their goodbyes to parents. They quickly settle into their chosen activity with their friends. Staff provide parents with pictures of the following day's activities and learning experiences. This enables parents to build children's enthusiasm for learning and prompt discussions about their children's experiences at the pre-school. Staff build strong bonds with children and know them well. They respond swiftly to children's individual learning needs, sharing resources and strategies with parents. This helps all children, including those with special educational needs and/or disabilities, to make the best possible progress.

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

Children demonstrate positive attitudes to their learning and high levels of engagement. Staff prepare stimulating experiences to entice children's curiosity and encourage their exploratory play. For instance, children engage in science experiments. They eagerly dress in their lab coats and goggles as staff introduce them to static electricity. Children listen intently as staff demonstrate how to create static using balloons. Children carry out their own experiments, using static to lift the hair on their heads and pieces of paper from the floor.

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

Children feel safe and confident. They beam with pride as they celebrate their achievements and eagerly show visitors their artwork. Staff consistently praise children for their efforts. They regularly share 'wow' moments with parents and display these to further build children's self-esteem. Staff ensure that all children develop a sense of pride and highlight children's accomplishments. Staff provide a welcoming learning environment. They make sure that resources reflect children's family backgrounds. Staff display photos that parents share of events and celebrations to celebrate the different cultural backgrounds of the children and families that access the pre-school. This helps to ensure that all children feel valued.

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Next steps

Leaders should review the organisation of some group activities to take into consideration the length of time some children are waiting.

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Address:

Murrow CP School, Murrow Bank Murrow, Parson Drove Wisbech Cambridgeshire PE13 4HD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Murrow Pre-School Committee

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Address:

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

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents and carers and children during the 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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About this inspection

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

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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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