Little Fishes Pre-School

Little Fishes Pre-School

Unique reference number (URN): EY417708 Address: Shoeburyness & Thorpe Bay Baptist Church, 90 Thorpedene Gardens, Shoeburyness, SOUTHEND-ON-SEA, SS3 9JD Type: Childcare on non-domestic premises Registered with Ofsted: 07/02/2011 Registers: EYR Registered person: Little Fishes 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

Children show a clear understanding of a range of knowledge and skills. For example, they remember that anchors stop boats from moving and that apples grow on trees. They consolidate new learning rapidly and apply this to their play. Children are becoming increasingly confident to try new things and demonstrate their extensive language. They correctly name colours and know that 2 different colours create a new one.

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Achievement Strong standard

Children develop a range of knowledge about the wider world. They attend beach school sessions where they learn about beach life as they explore the sea and the shoreline. They learn about a range of healthy foods and the importance of good oral health. Children are fiercely independent. They are highly confident in self-help skills, such as buttering crackers and putting on their coats. These embedded skills help to prepare children for the next stage in their education, including school. Children who face barriers to their learning are making considerable and sustained progress from their starting points. Children demonstrate a mature understanding of a range of feelings and emotions that help them to express how they feel and successfully regulate their own behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is exemplary. Staff use highly effective methods to help children to develop confidence and to understand routines. For example, children take turns being helpers and enjoy the responsibility of ringing a bell so that their friends know it is almost time to stop their play. Staff set clear expectations and apply them fairly and consistently. As a result, children show kindness and care to peers. They offer hugs and share their books with friends to help reassure them. Children listen to staff and have a clear awareness of their expectations. Staff focus sharply on children's wellbeing and emotional language as this supports them to manage their behaviour and self-regulate. Leaders have carried out work to promote behaviour support further. For example, they have introduced more use of emotional language and self-regulation strategies. This is highly impactful and has had a positive and

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Behaviour, attitudes and establishing routines Strong standard

lasting effect on children's behaviour. Staff engage with them in a way that engages them deeply in their learning. The secure and trusting relationships between staff and children prepare them emotionally for a positive day of learning. Leaders work closely with parents to promote punctuality and regular attendance. As a result, there is consistently positive attendance across the setting.

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Children's welfare and wellbeing Strong standard

Staff build wonderfully secure attachments with their key children. When new children join, staff stay close by and are on hand to comfort and reassure them. They consistently prioritise children's welfare and wellbeing. Staff know the children well. They recognise the individual personalities and how to best support children.

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Children's welfare and wellbeing Strong standard

Children manage hygiene procedures well. They progress with toilet training and learn to wash their hands effectively. Overall, staff teach children to manage hygiene procedures well. For example, they support children with toilet training effectively and encourage them to wash their hands. Children learn about healthy lifestyles. They enjoy nutritious snacks of mixed vegetables, fruit and crackers. Every snack session is supported by a talking topic about a new type of fruit or vegetable that children may not have seen before. This provokes conversations about healthy choices and encourages children to try new things. Children approach their physical play with incredible enjoyment. They thoroughly enjoy the dedicated running lane that has been created inside. This allows children to burn off energy and develop strength and stamina.

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Curriculum and teaching Strong standard

The extensive curriculum offers children a broad range of experiences that support them to learn across the 7 areas of learning. Children access learning that successfully builds on what they already know and can do, with a sharp focus on what they need to learn next. Children are presented with countless opportunities to practise and refine skills, such as when learning how to use scissors. This helps them to excel in their learning and development. Staff use their high expectations for what children can achieve to adapt their approach and meet individual needs. Well-considered support is given to help children overcome barriers to learning. This includes those who are disadvantaged or have special educational needs and/or disabilities.

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Curriculum and teaching Strong standard

Assessment is used effectively and shared with parents at regular review meetings. This keeps parents fully involved in their children's learning and development. Staff use language screening to accurately identify when children may be falling behind with their communication. Children show a genuine love of books and handle them with care. They show excitement as they share their stories with peers and adults. Physical development is a high priority. Children use hanging bars and spinning chairs to develop strength and awareness of space. Children exert themselves in the designated running lanes as they race with friends. They hear mathematical language frequently, such as short, longer and longest as they cut lines on paper.

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Inclusion Strong standard

Leaders swiftly and precisely recognise children's individual needs. They use meticulous tracking and assessment of children's progress to identify those who may be at risk of falling behind. Children are supported further through communication and language screening that highlights where they may need early intervention to close any gaps that are emerging. Staff use their expert knowledge of child development to make necessary adaptations where needed. This ensures that children who may face barriers to learning receive consistent and targeted support to achieve their targets.

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Inclusion Strong standard

Parents are active partners in children's learning. Staff share progress and any concerns in a timely and sensitive way that promotes highly effective partnership working. Parents share how they travel from out of town to access the excellent provision because their children are thriving. Leaders successfully ensure that staff have the specialist training and skills needed to support individual children. Leaders work with staff and parents to make informed decisions about how to use funding. For example, they purchase resources to support children's learning and organise extra activities that enrich children's experiences. This translates into children's consistent and sustained progress in learning and development.

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Leadership and governance Strong standard

Leaders use meticulous evaluation to understand the setting's strengths and any areas for development. For example, a recent evaluation of the current language screening programme identified an alternative toolkit that would offer better support for children with speech and language delays to make rapid progress. Leaders swiftly identify areas that could benefit from improvement, such as how staff support children's behaviour. The incredibly high standards that leaders set mean that improvements continually lead to high standards of care and education.

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Leadership and governance Strong standard

Those with responsibility for governance and oversight are clear about their roles and offer unrelenting support for leaders. This supports leaders to make the best possible decisions for children, including the use of funding for children who may struggle to access the curriculum. Leaders are deeply committed to the support they provide for children with special educational needs and/or disabilities or those who are disadvantaged.

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Leadership and governance Strong standard

Children benefit from robust arrangements that are carefully and considerately implemented by leaders and staff. Leaders value the relationships they have with parents and other professionals in their drive for excellence. As a result, all children make sustained and meaningful progress in their learning and development. Staff receive regular training that meets the needs of the setting. This supports continuous improvements to the already high- quality provision.

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

Children are happy and incredibly settled at this warm and welcoming pre-school. They demonstrate how they feel safe and secure as they quickly settle and become deeply engaged in their play and learning. New children to the setting develop secure attachments with their key person. This helps them to create a strong bond that enables them to build trust. They know that staff are warm and responsive to their ongoing needs. Children learn a wealth of information and develop their knowledge and skills. They enjoy visits to the beach where they explore the shoreline and find treasures that are later used in activities. Children become deeply engaged in activities that have been specifically tailored to meet their personal interests and development needs. They show joy as they mix paints to form new colours and make large marks with chalk in the playground.

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

Children form great friendships with others. They have learned to recognise a range of emotions and feelings, which they use effectively to manage their behaviour. If children become upset, their peers quickly go to them, offering cuddles and suggesting they read a story to them, sharing their favourite book. This is because staff consistently act as positive role models and demonstrate their expectations. Children are calm and well behaved in the positive and tranquil spaces staff have created. Staff are kind and caring and act as warm and nurturing role models. This supports children to build and sustain friendships. Children make excellent progress from their starting points.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, children, the special educational needs coordinator, designated safeguarding leads and parents 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:

Shoeburyness & Thorpe Bay Baptist Church 90 Thorpedene Gardens, Shoeburyness SOUTHEND-ON-SEA SS3 9JD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Fishes Pre School Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 09:00 - 15:00,Friday : 09:00 - 12:00

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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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