Tillingham Pre-School

Tillingham Pre-School

Unique reference number (URN): 203701 Address: Tillingham Village Hall, Vicarage Lane, Tillingham, Essex, CM0 7TW Type: Childcare on non-domestic premises Registered with Ofsted: 06/09/1999 Registers: EYR Registered person: Tillingham Pre-School Playgroup Association 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

Children show a love for learning new words at every opportunity and increase their interactive skills with their peers. They direct their reading by turning pages on their own and talking about what they have heard and read. Children extend their vocabulary through a love of reading. This helps them to securely build foundational knowledge and make the best possible start in their learning.

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Achievement Strong standard

Children have strong desires to practise their physical skills. They access a wide range of opportunities to explore the outdoors and show curiosity about the world around them. Children learn the skills they need to develop resilience and perseverance. For example, children show impulses to try new challenges outdoors when climbing equipment to develop new skills in tasks. This helps them to develop a positive attitude in their learning and sustain high levels of concentration in their interactions and play.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff thoughtfully create an environment that positively supports all children's learning and development. Children experience a home-from-home environment and have plenty of opportunities to carry out independent tasks. For example, children collect their own cups to pour drinks and prepare snacks on their plate. This helps children to develop a positive sense of self and build their independence skills.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff are warm and caring. They nurture children's emotional development through a strong key-person approach. They are positive role models and encourage children to understand the importance of cooperation and listening to others. This helps children to regulate their emotions, fostering positive relationships.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff build strong partnerships with parents. They prioritise working in collaboration to ensure children access their entitlement. There are robust procedures to monitor attendance, prioritising children's learning and wellbeing at all times. Leaders and staff work with a range of professionals to ensure all children are supported, including those with special educational needs and/or disabilities. They monitor children's progress effectively from their starting points and share information appropriately. This helps to build effective strategies for children to support achievement in their learning.

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Children's welfare and wellbeing Strong standard

Leaders and staff build secure attachments with children and know them well. They help children to make choices to prioritise their wellbeing. For example, children choose activities to meet their interests and develop positive discussions in their play. Leaders and staff role model to children the importance of maintaining a healthy lifestyle. Children confidently wash their hands before eating and wash up their plates and cups. They demonstrate secure self-care skills as leaders and staff guide their learning. Leaders and staff help children to become confident communicators and to learn how to stay healthy. Children inform leaders and staff of their own personal needs, such as toileting, and confidently carry out hygiene practices. Through respectful interactions and discussions, leaders and staff teach children to become increasingly independent to manage their needs. This helps to create a nurturing environment and build warm

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Children's welfare and wellbeing Strong standard

Leaders and staff regularly reflect on children and families at pre-school. They ensure they remain up to date and relevant with information to meet children's individual needs. For example, leaders regularly share information with parents about upcoming events and healthy food choices to develop positive habits. This helps to prioritise children's health and wellbeing to contribute to their overall health.

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Curriculum and teaching Strong standard

Leaders and staff plan an ambitious curriculum for all children. Children have ample opportunities to develop their physical skills. Children experience a 'daily mile' walk to explore the world around them. Leaders and staff teach children the importance of road safety. They build children's experiences by role modelling how to cross the road and to look left and right before manoeuvring. This helps to build strong independence skills and awareness of risks.

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Curriculum and teaching Strong standard

Leaders and staff develop meaningful connections with children in their play. Children benefit from high-quality interactions to develop their communication and language. Leaders and staff ask children open-ended questions to extend their thinking. Children have time to think and respond, becoming confident communicators in their play. This creates further opportunities for children to learn new words.

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Curriculum and teaching Strong standard

Leaders and staff have high expectations for every child and ensure all children have access to a range of activities and experiences. They fully understand some of the barriers that children and families may face and offer opportunities to extend their experiences. For example, children access various ways to explore outdoors to contribute to their overall health and wellbeing. This helps children to become active learners in their play.

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Inclusion Strong standard

Leaders and staff know children exceptionally well. They are attentive to their needs and swiftly identify support to ensure all children have effective strategies in place.

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Inclusion Strong standard

Leaders and staff proactively identify barriers that children and families may face. They prioritise working with other professionals to ensure that appropriate strategies are in place. Leaders are in regular contact with other professionals to extend support to children and families and provide supportive intervention.

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Inclusion Strong standard

Leaders and staff have a strong key-person system in place to support all children to make progress. They identify how to support children to make progress in their learning and development. For example, staff discuss the training and support they receive to keep up to date and relevant in practice. This helps them to extend their knowledge and expertise to swiftly support gaps in children's learning. Leaders ensure that funding is targeted appropriately, including for disadvantaged children, to meet their individual needs. All children have effective support plans in place. Partnerships with parents are strong to ensure children make progress and receive the early support they need. Leaders and staff implement robust processes to ensure children have the best possible experiences in their learning and development.

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Leadership and governance Strong standard

Leaders have robust processes in place to ensure they prioritise children's learning experiences at pre-school from the very start. They continuously reflect on practice and make adaptations to consider strengths and develop areas of improvement through effective decision-making. Leaders and staff carry out observations to provide high-quality interactions and support continuous professional development.

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Leadership and governance Strong standard

Staff appreciate the extensive support they receive from leaders and the committee. They receive regular supervision and have ample opportunities to discuss their progress and development. Staff morale is high, and they demonstrate deep enthusiasm in their role to develop their knowledge and skills. Leaders carry out in-depth inductions and training to ensure staff understand their role and responsibilities. This contributes to positive staff wellbeing.

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Leadership and governance Strong standard

Leaders work closely with parents to establish strong partnerships. Parents value the seamless efforts leaders and staff make to get to know children and prioritise their interests. For example, parents report that they receive regular communication in various ways. Leaders and staff ensure they are readily available to share information. This helps parents to feel confident in the quality of care their children receive.

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

Children thrive in this home-from-home pre-school and arrive ready to start their day. Leaders and staff warmly welcome children to help them feel safe and secure. They are skilfully responsive to children's individual needs. Children develop a deep love for the outdoors and lead on their ideas to build obstacle courses. Staff encourage their physical skills to climb, walk and jump from what they have created. This helps children to take safe risks and act on the choices they make in their play.

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

Leaders plan an ambitious curriculum for all children. Staff prioritise children's physical development and take part in a 'daily mile' walk. They teach children about road safety and

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Inspector:

Courtney McAllister how to follow instructions when crossing the road. Children listen and sing road safety songs, role modelled by staff to build their understanding. This helps to support children's awareness of the world around them, and staff praise them for the efforts they make.

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Inspector:

Leaders and staff swiftly identify gaps to support children's individual needs. They gather information from children's starting points to plan targeted support. They create accurate assessments of children's development to precisely plan their next steps. This strategically supports children to make early progress in their learning. Furthermore, leaders and staff evaluate activities to motivate children's individual learning experiences, including those with special educational needs and/or disabilities and those who may face barriers to their learning.

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Inspector:

Children demonstrate excellent behaviour. They play alongside one another well and enjoy carrying out tasks. For example, children work together to set up lunch and help open food. This helps children to develop a strong understanding of appropriate behaviours. Leaders and staff teach children how to care for and respect their environment and resources. For example, children explore how to carefully use ceramic mugs and plates. From this, they confidently tidy up after themselves, and staff praise them for their contribution and the positive impact this has.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, parents 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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Address:

Tillingham Village Hall Vicarage Lane Tillingham Essex CM0 7TW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Tillingham Pre-School Playgroup Association Committee

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Address:

Operating hours: Tuesday,Thursday : 09:00 - 12:00,Monday,Wednesday,Friday : 09:00 - 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. 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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