Heathlands Community Preschool And Out Of School Club

School Club

Unique reference number (URN): 2769702 Address: Heathlands Community Pre School, Chatsworth Drive, Rushmere St. Andrew, IPSWICH, IP4 5XD Type: Childcare on non-domestic premises Registered with Ofsted: 21/12/2023 Registers: EYR, CCR, VCR Registered person: Heathlands Community Pre-School and Out Of School Club

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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 achieve highly across all areas of learning and development. They are curious, confident and enthusiastic learners, who communicate effectively with adults and peers. Children use a rich vocabulary, such as 'binoculars' and 'chrysalis', recall previous learning and confidently explain their ideas during discussions and play.

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Achievement Strong standard

Children develop secure mathematical knowledge. They count accurately, recognise and create shapes, compare size and length and apply mathematical language naturally. For example, children count sticks and create shapes in the outdoor environment.

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Achievement Strong standard

Children demonstrate wonderful physical skills and coordination. They climb, balance, ride bicycles and use tools safely, showing a good understanding of risk and how to keep themselves safe. They also develop high levels of independence, confidently managing routines and caring for their environment.

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Achievement Strong standard

Children form positive relationships and show kindness, cooperation and empathy. For example, they carefully cover worms to protect them from the sun and celebrate each other's achievements with enthusiasm.

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Achievement Strong standard

Children who face barriers to learning make notable progress from their starting points. They develop confidence, communication, emotional understanding and self-help skills, becoming resilient learners, who are well prepared for school.

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Behaviour, attitudes and establishing routines Strong standard

Leaders create a highly positive culture, where kindness, respect and inclusion underpin daily practice. Staff consistently model courteous behaviour and establish clear expectations. As a result, children develop excellent attitudes towards others and understand the impact of their actions.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is exemplary. They are kind, considerate and welcoming, readily including others in play, sharing resources and showing genuine care for their peers. For example, children confidently guide visitors around the setting and support younger children during activities. They celebrate each other's achievements and demonstrate respect for different backgrounds, beliefs and experiences. Consequently, the setting is a warm and harmonious community, where all children feel valued and accepted.

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Behaviour, attitudes and establishing routines Strong standard

Children display inspiring attitudes to learning. They engage deeply in activities such as bug hunts, sustain concentration and approach challenges with confidence and enthusiasm. They cooperate well, listen attentively and persevere when solving problems, helping them become resilient and motivated learners.

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Behaviour, attitudes and establishing routines Strong standard

Established routines support children's independence and self-discipline. Children transition smoothly between activities, manage their belongings and take responsibility for tasks, such as tidying resources and preparing for outdoor play.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote excellent attendance through established partnerships with families and clear communication. Inclusive approaches underpin behaviour management, with staff adapting expectations sensitively to meet individual needs. As a result, children feel safe, secure and able to thrive alongside their peers.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are promoted effectively. Leaders create a nurturing environment, where children feel safe, secure and valued. Staff build trusting relationships with children and families and take time to understand individual needs and circumstances. As a result, children develop confidence, emotional security and a wonderful sense of belonging.

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Children's welfare and wellbeing Strong standard

Robust systems help keep children safe and well. Staff carry out thorough risk assessments, maintain effective supervision and teach children how to manage risks independently. For example, children understand the importance of handwashing, sun safety and make sensible decisions during outdoor activities. Consequently, children develop a secure understanding of how to keep themselves healthy and safe.

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Children's welfare and wellbeing Strong standard

Staff promote healthy lifestyles through meaningful experiences. Children grow, harvest and use fruit and vegetables from the allotment, helping them understand healthy eating, sustainability and the value of contributing to their community.

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Children's welfare and wellbeing Strong standard

Children's emotional wellbeing is supported particularly well. Staff respond calmly and sensitively, adapting their approaches to meet individual needs. Children who face additional challenges receive tailored support that helps them recognise and express their emotions, building confidence and resilience. Inclusive practice is embedded throughout the setting. Staff work closely with families and professionals to provide consistent support effectively to reduce barriers to wellbeing. As a result, children feel understood, cared for and fully included.

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Curriculum and teaching Strong standard

Leaders have designed an ambitious, well-sequenced curriculum that prioritises communication, language, independence and a love of learning. They make excellent use of the outdoor environment to enrich children's experiences and deepen their understanding of the world. Regular visits to the allotment, nature area and outdoor learning spaces provide meaningful opportunities for children to explore, investigate and apply new knowledge. As a result, children are curious, motivated learners, who engage enthusiastically in their learning.

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Curriculum and teaching Strong standard

Staff deliver the curriculum effectively through high-quality interactions that extend children's thinking and language. Mathematical concepts are woven naturally into play as children count, compare and identify shapes in the environment. Staff introduce ambitious vocabulary, including words, such as 'octagon' and 'fragile'. Staff skilfully reinforce learning through discussion and recall. Consequently, children develop remarkable communication skills, growing mathematical understanding and confidence in expressing their ideas.

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Curriculum and teaching Strong standard

Teaching promotes independence and resilience particularly well. Staff encourage children to assess risks, solve problems and make decisions for themselves. For example, children confidently climb trees, balance on equipment and consider how to keep themselves safe during play. Children, therefore, develop perseverance, self-confidence and good judgement.

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Curriculum and teaching Strong standard

Inclusion is embedded throughout the curriculum. Staff adapt experiences and levels of challenge to meet individual needs and work closely with families and professionals to support all children's participation and achievement. Therefore, children also develop respect for others, a wonderful sense of belonging and an appreciation for diversity.

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Inclusion Strong standard

Inclusion is a key strength of the setting. Leaders foster a highly inclusive environment, where children's individual needs, backgrounds and circumstances are understood and valued. Staff identify potential barriers early through effective observation, robust partnerships with families and collaboration with external professionals. As a result, children receive timely support that enables them to access learning, develop confidence and make good progress from their starting points.

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Inclusion Strong standard

Children with special educational needs and/or disabilities are supported particularly well. Staff adapt routines, environments and learning experiences to meet individual needs, using approaches, such as signing, tailored emotional support and outdoor experiences to promote communication, independence and emotional wellbeing. Practical adaptations including accessible spaces and personalised care ensure children with physical needs can participate fully alongside their peers, helping to build confidence and self-esteem. Children known to social care benefit from consistent, nurturing support. Staff work closely with families and professionals to provide stability and emotional security, enabling children to develop positive relationships and increasing independence.

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Inclusion Strong standard

Children learn about different cultures, faiths and traditions through meaningful experiences and discussions. For example, children proudly share their experiences of celebrating Eid, learn greetings from different languages and explore similarities and differences between families and communities. Consequently, children develop a profound sense of belonging, respect for others and an appreciation of the diverse world around them. Children thrive in an environment where individuality is celebrated, and everyone is valued.

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Leadership and governance Strong standard

Leaders provide ambitious and determined leadership during a period of significant change. As a new management team, they have acted swiftly to strengthen the quality of provision. They have overhauled safeguarding procedures, enhanced resources, refined the curriculum and improved routines and learning environments. Leaders evaluate the setting honestly and identify clear priorities, including developing provision for younger children and strengthening community experiences. As a result, children benefit from a setting that is continually improving and increasingly responsive to their needs.

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Leadership and governance Strong standard

Leaders maintain high standards. They respond thoughtfully when incidents occur. For example, following minor accidents, they review risk assessments, strengthen supervision arrangements and make environmental improvements to reduce future risks. This proactive approach helps keep children safe.

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Leadership and governance Strong standard

Leaders place a deep emphasis on professional growth. They provide dedicated time for staff training and administration, regular supervision and an open-door culture, where staff feel valued and supported. Consequently, children benefit from consistent, confident care. Professional learning is used effectively to improve outcomes for children. Leaders support staff to develop expertise through coaching and role modelling. Less-experienced staff receive targeted support, while leaders continually review practice to ensure it meets children's changing needs. This helps staff provide high-quality learning experiences and tailored support for individual children.

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Leadership and governance Strong standard

Partnerships with parents and the wider community are a notable strength. Families describe communication as excellent and value the personalised support they receive. Leaders work closely with schools, external professionals and community organisations. They use additional funding thoughtfully to provide one-to-one support, outdoor learning opportunities and specialist resources, such as mobility aids. As a result, children access enriching experiences, barriers to learning are significantly reduced and children thrive.

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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 thrive in this warm, nurturing and highly inclusive setting. They arrive happy, settle quickly and form secure relationships with staff, who know them extremely well. Children feel safe, valued and listened to. They confidently seek support, when needed, and develop a wonderful sense of belonging because their individual needs, interests and backgrounds are recognised and celebrated. Children and families are welcomed as partners in the setting, helping children feel secure and supported.

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Inspector:

Laura Paternoster Children enjoy a rich range of engaging experiences that spark their curiosity and enthusiasm for learning. They eagerly explore the natural world through activities, such as bug hunting, tree climbing, nature walks and allotment projects. Children confidently use mathematical language, when identifying shapes in the environment, count objects accurately and recall previous learning. They become independent learners, who make choices, solve problems and persevere with challenges. As a result, children develop the knowledge, skills and confidence they need for their next stage of learning.

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Inspector:

Children demonstrate exemplary attitudes towards others. They are kind, welcoming and respectful, readily helping their friends, sharing resources and celebrating each other's achievements. Children learn alongside one another in a culture that values diversity. They proudly share their own traditions and show genuine interest in learning about the cultures and experiences of others. This helps children develop respect, empathy and an understanding of the wider world.

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Inspector:

Children feel safe and learn how to keep themselves safe. They confidently explain the importance of handwashing, sun safety and managing risks during play. Children take responsibility for their own wellbeing, follow routines independently and transition calmly throughout the day. Children with special educational needs and/or disabilities and children who have experienced adversity make notable progress because barriers to learning and wellbeing are reduced effectively. Consequently, children flourish as confident, resilient and happy learners, who are remarkably well prepared for the future.

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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, staff, children and their 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:

Heathlands Community Pre School, Chatsworth Drive Rushmere St. Andrew IPSWICH IP4 5XD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Heathlands Community Pre-School and Out Of School Club

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:30,Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 15:15,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

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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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