Sedlescombe Pre-School Ltd.

Unique reference number (URN): EY488467 Address: Sedlescombe Village Hall, The Street, Sedlescombe, Battle, TN33 0QW Type: Childcare on non-domestic premises Registered with Ofsted: 27/04/2015 Registers: EYR, CCR, VCR Registered person: Sedlescombe Pre-School Ltd

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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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Inclusion Strong standard

Leaders and staff swiftly identify the needs of all individual children, including those with special educational needs and/or disabilities (SEND). Staff routinely and vigorously assess children's progress and ensure they meet the children's individual needs. Staff attend specific training, such as sign language and therapeutic thinking, to support children to manage their emotions and behaviours in highly effective ways.

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Inclusion Strong standard

Staff make effective adaptations to support all children to achieve. For example, staff have implemented small focus groups and the use of visual timers, which have been highly positive to engage children with SEND and support them to manage changes in routine seamlessly.

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Inclusion Strong standard

Leaders and staff are highly skilful in identifying, assessing and meeting the needs of all children, reducing barriers to their learning. This includes supporting disadvantaged children, children with SEND, children who are known or previously known to children's social care and children who are facing barriers to their learning and/or wellbeing.

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Inclusion Strong standard

All staff have established highly positive links with outside agencies and families. This includes consistently sharing helpful and beneficial strategies to support children's development. Staff share ideas about how to support children to manage their emotions, such as the use of visual prompts.

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Inclusion Strong standard

Leaders and staff use additional funding highly effectively to support individual children and their needs. There is clear communication with key persons and staff, and funding is used in highly effective ways. This includes purchasing training and resources to support children to promote their oral health.

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Achievement Expected standard

All children make progress in relation to their starting points, including those with special educational needs and/or disabilities (SEND) and those in receipt of additional funding. Children develop skills to support them to be ready for their next stage of learning. This is demonstrated when children know how to express and manage their emotions maturely and understand what is expected of them as they confidently follow routines. Children are patient, share and take turns well and develop positive social skills.

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Achievement Expected standard

All children show each other care and consideration. For instance, children show concern for their friends if they appear sad and they happily play together.

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Achievement Expected standard

Children have dedicated support by all staff. This includes staff completing specific training to support all children, including those with SEND, in inclusive and individualised ways. This helps children to make progress.

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Behaviour, attitudes and establishing routines Expected standard

All staff are positive role models and help children learn about the expectations of their behaviour. Children follow rules and boundaries and know the routines well. This is evident when all children, including those with special educational needs and/or disabilities (SEND), independently access sand timers to visually show their friends that when the sand runs out it is their turn on a resource. Therefore, children learn to wait patiently, share and take turns well.

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Behaviour, attitudes and establishing routines Expected standard

All children fully understand and follow the routines. For example, when they hear staff provide a countdown for tidy-up time, they remind each other it is nearly time for lunch and they help each other to tidy up as a team. This includes children with SEND.

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Behaviour, attitudes and establishing routines Expected standard

All children enjoy their learning. However, at times, staff are too quick to offer solutions before allowing children enough time to think and then trial their own ideas to problem-solve. Therefore, on occasion, children do not have consistent opportunities to explore and investigate some of their own ideas.

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Behaviour, attitudes and establishing routines Expected standard

Children play well together and enjoy each other's company. Children build friendships, and they develop positive relationships with staff. Children enjoy the company of and interactions with staff. For example, children take pride in being praised and are excited to 'high-five' staff for their achievements.

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Behaviour, attitudes and establishing routines Expected standard

Leaders closely monitor children's attendance and ensure that they follow up on any unexpected absences. This helps ensure they can promptly identify any potential patterns of attendance that may require additional attention.

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Children's welfare and wellbeing Expected standard

All children are happy, settled and confident. This includes those with special educational needs and/or disabilities (SEND) and those who have potential barriers to learning. Staff have successfully created a safe and welcoming space to ensure that they support all children to feel secure and focus on their experiences. They have worked hard to make changes since their last inspection to enhance the support for children.

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Children's welfare and wellbeing Expected standard

Staff have a well-embedded key-person system in place that supports all children to feel safe and secure, including those with SEND. Children play happily and are confident to engage in activities with the support of staff. For example, children learn about different ways to develop balance as they use bikes and balance ability equipment with confidence.

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Children's welfare and wellbeing Expected standard

Children learn about their routines and the benefits of healthy lifestyles. This includes developing an understanding of the importance of following thorough hygiene routines and carrying out positive oral health practices. Staff support children to develop self-care skills. Children know how to meet their own needs, such as toileting.

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Curriculum and teaching Expected standard

Leaders work hard to ensure that their effective curriculum is well embedded to cover all areas of learning and children remain engaged and focused. All staff have a clear knowledge of what they would like children to learn next and how they intend to help children achieve, including those with special educational needs and/or disabilities (SEND).

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Curriculum and teaching Expected standard

Overall, there is a clear focus on supporting children to develop their communication skills. For example, children are excited to sing and enjoy stories. They are confident to communicate. However, at times, staff do not consistently provide children with thought- provoking questions to extend their use of language even further.

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Curriculum and teaching Expected standard

Staff support children with SEND to develop their communication well. For instance, staff and children confidently and consistently use sign language as a way of communicating.

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Curriculum and teaching Expected standard

Leaders and staff support all children to develop skills for their future learning and help prepare them for school. For example, children are encouraged to be independent. This includes children completing their own tasks with confidence. Children have a wide range of opportunities to develop their mathematical skills. This is demonstrated when children discuss shape, space and measure as they explore water. Children are confident to count and compare sizes as they are excited to find 3 slugs in the garden, excitedly telling each other, 'This one is bigger.'

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Leadership and governance Expected standard

Leaders are evaluative and reflective on practice. They have made vast improvements and have worked hard to ensure they provide the level of care and teaching that is expected. Leaders identify areas they wish to continue to develop, such as enhancing staff's confidence and training opportunities even further. They celebrate the changes they have made, such as the development of their curriculum. Staff ensure children consistently enjoy learning and behave well.

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Leadership and governance Expected standard

Staff wellbeing is supported well, and leaders ensure staff workload is manageable. Staff have time to complete training and have regular meetings and one-to-one discussions to discuss progress. They use their findings to support their future practice.

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Leadership and governance Expected standard

Leaders and staff successfully establish positive partnerships with parents. For example, staff keep them fully informed of their children's learning, achievements and next steps. Parents speak highly of the pre-school and the support and communication they receive. Leaders and staff routinely share helpful tips and advice, such as how to support children to brush their teeth effectively and how to remain safe online.

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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

All children remain engaged in the safe and inviting pre-school and the activities they are provided with. Children of all ages and abilities are happy and settled. Staff plan activities that they know will interest children and keep them focused. Children are excited to watch the growth of their caterpillars and learn about the life cycle. They go on to draw their own interpretation of what the butterflies may look like when they emerge from the chrysalis.

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

Staff communicate with parents well to ensure that they feel valued. Children and families feel safe and at home with the staff at the pre-school. They are included in children's

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Inspector:

Kelly Hawkins learning, such as coming into the pre-school for events where they participate in learning and experiences together with their children.

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Inspector:

All children, including those with special educational needs and/or disabilities (SEND) and those in receipt of additional funding, make progress and develop new skills to support their future learning. This includes children confidently using effective ways to communicate and manage their feelings and emotions. This is demonstrated when children independently understand visual timelines and timers to manage changes in routine.

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Inspector:

Children get the most out of their potential learning. This is supported by staff who build on what children already know. For example, when children engage in a coloured spaghetti game, they use a wide range of different resources and equipment to ensure all children can achieve the goal of exploring and transporting the spaghetti. This includes providing scoops and tweezers of all different sizes.

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Inspector:

Children know what is expected of them and behave well. Staff are positive role models, and children are polite and kind to each other. All children show care and consideration to each other and show understanding of each other's feelings. This includes children with SEND.

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Inspector:

Children and families are taught by staff about the importance of regular attendance. They help prepare children and families for the expectations of school.

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Next steps

Leaders should ensure they support staff's confidence to consistently use thought- provoking questions to build on children's developing range of vocabulary even further. Leaders should ensure staff provide children with consistent opportunities to explore and investigate their own ideas and problem-solve.

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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

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:

Sedlescombe Village Hall The Street Sedlescombe Battle TN33 0QW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Sedlescombe Pre-School Ltd

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Address:

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

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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