Little Dragons Pre-school (formerly known as Great Bromley and Frating playgroup) has been open since 1977 and is committee run. Over the past 2 years, the setting has seen a new Chair, Secretary, two Treasurers, a deputy manager in February 2009 and myself (the new manager) from April 2009. All of these changes have had a positive impact on the setting and have allowed effective implementation of the EYFS to take place. The setting operates from the local village hall and is a feeder to the local primary school. However there are no guarantees of acceptance at the school. Within the current setting we have access to the main hall (as our key play space) and the toilets. Staff use the main kitchen to prepare snack and lunch, although parents do provide packed lunch. The setting is registered for a maximum of 24 children aged 2 and above. One child has been diagnosed as having special educational needs and 1:1 support has been put in place.A total of 7.5 hours of support per week are to be allocated. This support is given by our setting SENCO. In April of last year we provided another session for parents, allowing for parents to use their five vouchers in one setting should they so wish. We are currently open Monday and Wednesday 09:15 to 14:45 (lunch club is 11:45 to 12.15) Tuesday and Thursday we open 09:15 to 11:45. We open during term time only. We have indirect access to an enclosed grassed outdoor area, which we use all year round, with a ramp for wheelchair access at the side of the setting. We have six members of staff: • Manager (full time) - Currently in Year 3 studying for a Degree in Early Years. Receiving the graduate leader fund. Progressing to EYPS in the near future. Level 4 in Early Years and Child care, NNEB, first aid. • Deputy Manager (full time) – E123 in Early Years, Level 3 in Pre-school practice, first aid. Currently in Year 1 studying for a Degree in Early Years. Receiving the Graduate Leader Fund. Progressing to EYPS in the near future. • Early years practitioner 1 (part time) - Level 3 in Pre-school practice, first aid. • Early Years practitioner 2 (part time) - SENCO trained, currently studying Level 3 in Pre-school practice, receiving funding. • Early Years practitioner 3 (part time) - Level 3 Pre-School Practice • Early Years Student Practitioner (part time)-Studying Health and Social Care As staff we regularly attend our cluster meetings and other relevant training courses. We take these opportunities to allow us to implement change to our practice. Specific Issue that prevent the smooth running of our setting – With the continuing legal changes in childcare and the implementation of the Early Years Foundation Stage we find ourselves in a situation where we are severely restricted in the amount of sessions and care that we can provide from the village hall setting. The indoor provision causes many problems. In order for staff to transform the hall into a warm, stimulating and enabling environment, it takes much time and physical strength to do this. The hall is empty on arrival - tables, chairs, display boards, carpets, curtaining and activities all need to be set out in order to welcome both children and their parents. At the end of each session everything has to be packed away again behind closed doors, so that the village hall is ready for the afternoon/evening. This pattern is repeated three times a week. Our outdoor environment is restricted too, as the garden area we currently use belongs to the cricket club, and is only accessible by crossing the car park at the back of the village hall. We are unable to leave equipment and displays outside due to the cricket club using the grass area as overflow car park during match days and weekends. When children require the toilet we have to unlock the gates and walk across the car park before we can gain access to the toilets at the far end of the hall. The freedom of choice to children about indoor and outdoor provision is a constant obstacle due to the physical layout of the main hall and garden. It is therefore essential that we secure a purpose-built setting from which we can deliver improved and more flexible services to the community in the very near future.

Views of those who use your setting What are the views of the children and their parents or carers? How do you know what their views are? Please give examples of any action you have taken to change your provision as a result of their views. Since April 2008 many changes have taken place within the setting due to new management. Through continual reflection of practice with staff, parents and children views are listened to and changes made. Monthly staff meetings

now take place, allowing staff to work together to plan activities and share observations. A comments book is now situated at the entrance to the main hall where parents collect their children. This allows parents to leave comments anonymously should they so wish. We have now purchased a complaints book from the Pre-School Learning Alliance which is available to staff should a complaint arise. A parent evaluation was conducted in October 2009, and will be conducted termly from now on. The comments and suggestions from these evaluations are addressed and a summary of findings is sent back to parents. One example of a change to our provision was children and parents previously had to enter the hall via the kitchen area. As a team we discussed this and notified parents of the change. We felt this could be unsafe for the children and therefore waiting in the hall area would be safer for everyone. Another one of the many changes which have been made was the introduction of slipper bags and a coat pegs for each child. One parent had commented on how it was a little awkward for her son to find his bag as it was in a different place each day. After consulting with the village hall and asking permission from parents for bags and photographs to be left on display, bags and photographs are now permanently in the same place. These forms are then kept in our reflection on practice file. As we are a charity, committee meetings are held termly and are open to parents and carers from our setting. An agenda is set by the committee and time is allocated to any other business. This is a time for parents to express their views and ask questions. The views and opinions of the children within our setting are valued. By building close relationships with our key children we are able to respond to their needs. On a weekly basis our children have the opportunity to vote for their snack. This allows the children to be involved in decision making, helping them to build confidence and self-esteem. When planning parties for special occasions (for example end of year and Christmas) the children are actively involved. They decide which food they would like their parents to bring and which party games and music they would like. When collecting vouchers for schools, the children select the equipment they would like. For example, we have recently collected Morrisons vouchers. At circle time staff sat with the children and discussed what equipment they might like for our outdoor environment. The children devised a list and now that equipment has been ordered.

Quality of Provision The quality of provision in the Early Years Foundation Stage Our overall approach to learning is of key importance. For children to be happy, secure and motivated to learn the environment has to be welcoming to all children, parents and staff. In September 2009 we introduced home visits. An initial introduction to the setting is arranged where the parents and child can come and visit the setting during a session. This is an opportunity for staff to explain our provision to the parents and for the child to meet their key person and peers. During this time a home visit is arranged, should the parent accept a place. A member of the management team and the child's key person will attend the home visit. Having the opportunity to offer these visits allows for a secure attachment to begin. During these visits information about the family is recorded and the opportunity for an informal discussion regarding the child's development can take place. By meeting in the comfort of the family’s own home, this allows the parents to speak to us about sensitive and confidential issues, about their child, should they feel it necessary. Should parents for whom English is a second language accept a visit, then support can be arranged. Activities are taken for the child to take part in, should they so wish, and observations recorded as an initial assessment to the child's learning journeys. When the child enters the setting for their first day, their key person is there to welcome them and spend valuable time settling them in. Home visit comments slips are given to parents to enable us to reflect and address any questions which may arrise through our home visit system. During the Summer term break transtition post cards are sent out to new children who are starting in September which allows the link from pre-school to home to continue over the long break. Planning within our setting is based around children's individual needs, taking account of their age, stage of development, gender, culture, religion, ethnicity, home language, family background, learning difficulties, disabilities and abilities. Observations allow us to highlight children's interests, skills and talents, which form the basis of our planning. Through observations, next steps are planned in line with the six areas of learning and the early learning goals. A calendar of festivals and celebrations allows us to provide opportunities for an inclusive education, alongside the children's ideas. However, a set topic format is not considered best practice in our view as it is not always meeting the

individual needs of our children. An example of this is a child watched “We're Going on a Bear Hunt” on television before coming to Pre-school. He told staff all about the story. We were able, due to the fact we did not have a specific topic to follow, to organise a small world adventure using sensory materials (e.g. corn flour as mud, shredded paper as grass) and over the course of the next two weeks the children experienced a range of opportunities which challenged their thinking and allowed us to scaffold their learning. The children's learning is recorded in the form of photographic displays at their eye level for both children and parents to value. The expressions recorded on the children's faces show the excitement and joy of the impact of exciting activities. One child even asked their grandma if they could come to Pre-school the next day, because they too wanted to take part in the role play. By continual observations, both photographic and written progress of skills are tracked and noted in children's learning journeys. Parents are invited termly to look and discuss their child's learning journey and next steps. All staff are currently aware of, and fully comply with, the safeguarding requirements. Information from recent safeguarding training has been disseminated to staff and current policies are being reviewed and up dated. Parents have daily access to policies and procedures, and a system is in place for sharing our new policies with them. Health and well-being is promoted through policies and procedures. Our health and hygiene policy is familiar to all staff. A list of notifiable diseases is listed within our statutory framework file. Letters have been sent to parents regarding procedures about Swine Flu, and importance of hand washing has been emphasized. A new password system has been put in place for the security of the children. Parents are required to notify us of a password which will be quoted by the person collecting their child. Parents are also required to fill out our 'persons collecting' book. In addition, a new key card system is now in place, which will allow the front door to our premises accessible by key card only. Praising positive behaviour is promoted in our setting through verbal praise, star award board and stickers. Visual prompts are used to support children with additional needs, for example “first” and “then” and “wait” cards often support children with a lack of behavioural understanding. Our setting has a designated person for behaviour who is able to support and give advice to both staff and parents should the need arise. Risk assessments are regularly carried out on a daily basis within the main hall, toilets, kitchen and the outdoor environment using a checklist system. Safety of equipment is paramount, and all staff are responsible. We have a designated Health and Safety representative who we report our findings to regarding premises issues. All staff are aware that the premises is shared with other groups and the need for regular risk assessments is of great importance.

On the basis of your evaluation, what are your priorities for improvement? 1. A new purpose-built premises, so that we can extend the services that we provide to the local community. 2. We need to purchase more lower storage units for indoors, which will allow children more free access to resources and child initiated play. 3. Access to child-initiated outdoor provision at present is limited due to the physical restraints of the building, lack of storage and open-ended resources. A shed will alleviate this problem, and a grant has been applied for through Sure Start. This will enable us to store large equipment securely for example pieces of wood, tyres and guttering. 4. To continue to try and find effective ways to link the indoor and outdoor environment so children have a choice. My Practice is: Good

Outcomes for Children The extent to which children achieve and enjoy their learning As discussed in Quality of Provision, our new home visit system is allowing us to observe children before they even begin their early years education. This enables us to plan for their individual needs. From these initial starting point observations we are able to begin their learning journey. Opportunities for children to develop their own interests through stimulating activities allow children to engage in learning through quality play and to sustain involvement. Through the introduction of low storage units in specific areas within the hall (for example mark making, play dough and art) we have allowed the children of all ages to become independent learners within our setting. An example of independence in the mark making area was when one of our youngest children (aged 2 years) was observed selecting a variety of materials from the unit and experimenting with the hole punch, paper and string. We aim to provide a variety of adult led and child led/initiated opportunities throughout our sessions, with the use of a choice board for children to select equipment, which would otherwise be selected by staff due to where it is stored.

After a requested visit from our EYFS adviser by myself we set about making an are our our 2-3's area as these children are on the increase in our setting.Using den making materials we are able to section off a carpet area with textured cushions and blankets. My Practice is: Good

The extent to which children feel safe Young children are vulnerable. With encouragement and support from adults children can develop elements of safe risk taking. Risk taking in particular in the outdoor environment is regarded as purposeful and supported by staff. The children within our setting are aware of the rules for staying safe within our environment and the boundaries for promoting positive behaviour. These are discussed at regular circle times and pictures are used as visual reminders of expectations. Staff promote effective practice by being positive role models, for example walking within the hall and offering reassurance to someone who is feeling sad. The key person approach plays a significant part in the promotion of feeling safe within our environment. The relationship, which has been built, allows the children to have the confidence to speak up. It also allows communication to take place between themselves and key person or other familiar adults. Stories are used to support areas of discussion, for example the firework code and road safety. Activities are adapted to meet the needs of all age ranges and abilities, through the skilled knowledge of our practitioners. One example of a child’s understanding of firework safety was whilst reading the story of “Welephant and the fireworks”. One child spoke up and said “fireworks can burn you”. Through simplifying the firework code, the children are aware that “grown-ups light fireworks and children watch”. The children then recreated a scenario, using bread crates as barriers, to sit behind and a firework display. Regular fire drills also take place allowing for discussion about staying safe. My Practice is: Good

The extent to which children adopt healthy lifestyles Children's health is key to their mental, social, environmental and spiritual well being. At our setting we promote a healthy life style a variety of ways. Hand washing is a central part of our day at Pre-School. As our setting is not purpose-built, the children are only allowed access to the toilet area with a member of staff. Therefore conversation is regular about the importance of hand washing. Stories are often linked to healthy topics, and familiar characters around the setting are reminders of good health and hygiene practice. The children participate in growing their own fruit and vegetables in season, which they enjoy eating at later date. Healthy snacks are available at 'rolling' snack time. Discussions take place during snack time about the importance of healthy snacks and how we can stay healthy. Each member of staff now sits with the children at snack over the period of a week to model positive behaviour and support the youngest children. The children have been introduced to the “eat well plate” which is displayed at the snack table. Children are encouraged to work independently, selecting their own cup and plate. They are also encouraged to peel their own bananas and spread their own cheese, which they do with increasing skill. Water is available throughout the day. The children are encouraged to work independently through pouring their own drinks and placing their used cups in the bowl for washing. Daily opportunities are provided for outdoor play, experiencing the changes in the weather and seasons. Visits to the adjacent cricket field are organised for longer walks and focused objectives. We were recently unable to use our garden area due to scaffolding being erected. However, we used this opportunity to take the children on a walk to discuss the changes in the seasons. The children discovered nests and acorns, which led to further discussions about squirrels and birds. My Practice is: Good

The extent to which children make a positive contribution

As a setting we want every child to feel safe, secure and feel confident to be left in our care. As the link between child, parent and key person has already been created during the home visit, we often find the children are happy to let their parents leave. Should this not be the case, then a discussion between the parents and key person will take place. Each child is viewed as an individual and therefore a settling-in programme will be unique to that child. Setting staff are calm role models who respect children, parents, the Committee and each other. Therefore the children follow their model. Mr Tickle (puppet) has been introduced to the children and he now plays an active part in our setting. He too is a positive role model for all to see, including the parents. A self-registration system allows children to find their ladybird photograph and place themselves on the leaf. Allowing children to self-register enables long periods of free flow play. The children also have the opportunity to sign in and out in their own “children's register”, which allows early mark making opportunities. The registers are now seperated into two files and the children sign in under their initial sound allowing us to monitor children's mark making. Positive behaviour is encouraged and reinforced by praise and rewards.When showing new parents round our setting our display of positive behaviour is highlighted. A star award system is now in place. Children are awarded a star for helping a friend or achieving a goal. A photograph of the child is taken and displayed on our star award board and the child is allowed to take the star home to share with their family. The children are keen for this part of the day to happen and look forward to the celebration and the boost of selfesteem. A list is kept to ensure that each child receives a star. Children with additional needs are supported by all staff, including our SENCO, and are fully integrated. Staff use Makaton within the setting and visual timetables, “first” and “then” cards are used as teaching aids, when thought to be appropriate. These all aid inclusivity. Photographs are taken on a daily basis and are used to display evidence of good practice. Discussions take place with the children and their work is shared with peers and families. Daily diaries are our one form of regular communication between the key person and parents. Both parents and key persons will write in these diaries. A record of activities or information, which been gathered throughout the day, will enable a discussion to take place between child, parent and key person. Throughout the year, opportunities for birthday celebrations and festivals take place allowing us to celebrate the diversity of our world. Parents are also invited to farewell presentations, when their children leave for school. We also conduct concerts to celebrate achievements. All of these activities help to foster respect for each other. Children are encouraged to use their listening skills in a positive manner. A wind chime signals “high 5”. Circle time sessions are regularly used to allow children the opportunity to express their thoughts and discuss issues, for example transition to school or how to behave appropriately within the setting. In the outdoor environment children are aware of the boundaries and follow instructions responsively, with staff adding extra support to those who may have a need. My Practice is: Good

The extent to which children develop skills for the future All staff are aware of, and have attended (in September 2009) training about the EYFS from our local Early Years consultant. Staff understand the individual needs of each child and act appropriately to their needs and development. As discussed previously, planning is taken from our observations from our key children, passed to me (as manager) with next steps and activities appropriately planned for.Children can access the planning and resources by mark making their requests and sticking the post it note on their planning sheet. Throughout each week, we provide opportunities within our continual provision to allow skills to develop through the six areas of learning. Children have daily access to the computer, allowing them to explore and demonstrate their ICT skills using a variety of programmes. This is an area we would like to develop further through more resources, for example digital cameras, digi-cams and internet access, all of which is on our wish list. Children are now provided with opportunities to develop their own learning, through child initiated and led opportunities, as well as adult led when viewed appropriate.Photographs of equipment allow the children to access their own resources. Skilled staff scaffold and move learning on in considerate and thoughtful ways. Over the past term the children have gained independence in selecting their own materials, allowing opportunities to solve problems.

The mark making was the initial change to 'play' when change of management was introduced. The area was modelled to children by staff, introducing hole punches, paperboard, felt tips and other mark making materials. The children were then given the freedom to explore. Observations were continually carried out in the area and over time the children began to self-select. This was a different experience to past and it took a while for the children to gain confidence, but now we couldn't imagine our setting without this area. Letters and sounds are carried out weekly using the then government’s Principles and Practice book. Parents are informed (by a note on the notice board) as to which activity we will be working on. The book is accessible to parents to allow them the opportunity to carry out the activities at home too. The children have shown excitement and curiosity to this approach to learning phonics and we will continue to develop their love of learning in this way. Photographs of the activities are taken and collated as evidence. Opportunities throughout the celebrations calendar allow the children to gain an understanding of the world in which they live. A role-play Chinese restaurant and an around the world assault course extend their knowledge. Through these activities children are exploring, problem solving, communicating and feeling a sense of achievement. My Practice is: Good

Outcomes for children in the Early Years Foundation Stage Taking into consideration your evaluation of the individual outcomes for children, identify how good outcomes are for children overall given their starting points. Think about your priorities for improving outcomes for children and make sure these are captured in the priorities for the quality of your provision. My Practice is: Good

Leadership & Management The effectiveness of leadership and management in embedding ambition and driving improvement As a student studying for my Early Years Foundation Degree, reflection of practice is deemed natural to myself. My staff and I are continually reflecting and carrying out change to our practice. Children have one opportunity in life to education, and our setting strives to make that opportunity a memorable one! Before I started at Little Dragons, I was in discussion with the settings new deputy manager and staff about how we could bring about change, both whist being thoughtful to children staff and parents. I consider myself to be thoughtful of others and I am well aware of how staff can be made to feel when new management take over. I am a strong believer of being open and honest. To work as a strong early years team, staff need to feel valued, supported and feel confident to communicate with each. Although we have monthly staff meetings, we communicate daily about our setting. A staff folder is available which is added to weekly, with course feedback from early years consultants, copies of next steps, relevant early years articles all of which add to the skills and knowledge of staff. Within the boundaries of the village hall we look to take on board problems that arise, for example no immediate access to outdoors and find a solution. We now have walkie talkies and a stair gate, which allows two staff outside and two staff inside. Children can now have a choice as to where they would like to play. An ongoing action plan has been devised, as there are many changes that need to be implemented. This has been shared with staff, parents and the Committee and is displayed in the hall. As goals are achieved, they are highlighted. Policies are currently being updated and are a key priority for the setting. Staff, Committee members and parents are actively involved in the implementation of policies, through committee meetings. My Practice is: Good

The effectiveness with which your setting deploys resources In March 2009 of this year staff were involved in the change of their key groups. Discussions took place regarding attachments of children and how, and if possible, not to make significant changes if not deemed necessary. The review of key groups was to allow one member of staff (our SENCO) to reduce her key children to allow her to support a SEN child who was awaiting possible diagnosis.A buddy systme now operates whihc aids in the promotion of the ket person role.

Parents were informed of these changes and were given the opportunity to discuss if they so wished. Siblings are now placed together, which allows for continuity of key person within families. Children's progress is monitored throughout their journey at our setting, through observation by their primary key person. Each key person knows their key children well enough to be able to seek support should they feel it necessary. Should any gaps or queries arise, support will be given to staff, children and parents through meetings or other outside agencies. As a new manager to a setting with experience of early years, appropriate resources are vital to a setting. With consultation of staff, a wish list of resources has now been written. This is regularly reviewed and is used in conjunction with the needs and interests of children. For example one child has shown a great interest in the digital cameras we use for our observations. So we are hoping to purchase one with our next successful grant. Within our environment we aim to utilise space effectively, providing areas and spaces for dens and provision. Due to the separate toilet area, we find “messy play” (such as painting and shaving foam) a little awkward due to one member of staff having to supervise hand washing. We have reflected upon our current messy area and are now attempting to set it up in the cloakroom which will allow easier accessibility to hand washing facilities and supervision. In October 2009 a marketing sub-committee was established to oversee the advertising and re-launch of our setting under the new name of Little Dragons Pre-school. We are sure this opportunity will allow us a chance to promote our good early years practice. My Practice is: Good

The effectiveness with which the setting promotes equality and diversity Our current policies reflect our provision with regards to equality and diversity. All staff are aware of the effectiveness of promoting equality and diversity and each child is viewed as an individual with many talents. It is our role as professionals to support and respect all families within our setting, through making them feel valued and part of our setting. At present we currently do not have any children from minority ethnic groups or looked after children. However, through stories, posters, dolls and other resources diversity and inclusion are promoted in our setting. Visual timetables and makaton signs are used to support children in their understanding of routines, which take account of children’s learning styles. Circle time discussions allow opportunities to discuss differences, for example why a child may be wearing new glasses. Role-play opticians may arise from such situations. Sensitive support from staff and peers will allow this opportunity to develop positively and aid in the promotion of diversity and inclusion within our setting, leading to children feeling happy and confident about themselves. As discussed earlier, families and children are supported through links with other agencies. A prime example of how our setting supports families is that we have now signed up with Sure Start. One family in particular have been using the family fun days and activity sessions to gain support from these sessions to allow their daughter who has SEN the opportunity to engage in sensory activities, which she thoroughly enjoys. We monitor our provision through observation and are aware of the needs of both genders, providing for their individual needs. An example of this is that we ask the children to sign their name when using the computer, to monitor its usage. Younger children are supported with their name writing whilst the more able can independently write their name. Snack time reflects culture within our society and the children approach snack with a positive and open mind. My Practice is: Good

The effectiveness of safeguarding The new policies, based on the Pre-school Learning Alliance, cover many aspects of safeguarding and these up dated and re-adopted. An amended induction programme will be put in place by myself (as manager) for all new members of staff from September 2010, allowing new staff the opportunity to familiarise themselves with our policies, procedures and the way in which our setting thrives to achieve. At present, any new parents or students who attend our setting voluntarily are given our “lending a hand” document to read. This explains, in brief, how their help in our setting can assist in the learning and development of the children in our care. It also explains how they can do this in a safe an effective manner. A student policy and booklet are on our action plan to complete in July 2011. Each member of staff is aware of who the designated member of staff for safeguarding is, and over the next year it is my aim (as manager) to provide an opportunity for each member of staff to attend safeguarding training. Meanwhile,

safeguarding presentation notes have been disseminated amongst staff. Staff have signed an agreement to say they will maintain children's learning journeys for safe and efficient use only, and literature about “information sharing” has been discussed at staff meetings. A new policy on information sharing has been introduced. Parents have access to all our current policies and promoting parent partnership is discussed with all new parents. A complaints book allows us to log complaints in an effective manner should they arise. All staff have relevant early years qualifications and experience, and staff are planning to continue their professional development through attending long distance learning and local college courses. All staff have the opportunity to annual appraisals where future skills are discussed. All staff are fully aware that no parent helper or student should have unsupervised access to children without clearance from a CRB. Daily open and close procedures are carried out by a checklist format. They are done both inside and out by a member of staff only. Any concern is passed on to either manger or supervisor, and then to the chair of the Committee. Our policies reflect this practice. Children within the setting are continually encouraged to play in a safe and responsible manner. Staff are seen as positive role models. Fire procedures are carried out regularly and the children know what is expected of them. Staff support the more vulnerable children to understand the meaning of a fire drill. Policies and procedures allow us to take effective measures when dealing with unwell children and staff. Regular communication between staff and parents through letters notifying of illness prove to be of great importance, respecting confidentiality at all times, especially at present with the current swine flu pandemic. My Practice is: Good

The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The last Ofsted inspection was carried out in December 2006. Since that inspection many changes have taken place, including introducing a secure garden area available for outdoor play. This was highlighted as an area to continue to develop and by applying for a grant for an outdoor shed we aim to continue to develop our outdoor environment. “To continue to develop children’s awareness and competency of information communication and technology” was recommended too. Children now have daily access to the computer, and other ICT equipment is on our wish list (see staff folder). By reorganisation of key groups, this has allowed our SENCO to provide more 1:1 support for our SEN child. This has had a positive impact on the remaining children and allows for inclusion. We are a very committed and hard working team who endeavour to promote high quality early years provision. We actively encourage feedback from parents, peers, early years professionals and any other members of the community and always consider their comments. We are very proud to have been awarded a “Green” judgement by Essex County Council in November 2009 and a second "Green" in November 2010. This has highlighted the improvements we have made in conjunction with the implementation of the Early Years Foundation Stage. This has had a positive impact on all who have a connection with Little Dragons Pre-school. My Practice is: Good

The effectiveness of partnerships Our setting values effective partnership in many ways. We have very close links with the early years consultants at Essex County Council. We work with closely with our area Senco and Educational Psychologist with regards to supporting our SEN child. Staff support parents and children by attending speech and language sessions which enables both parent and child to feel more at ease entering an environment they may be unsure of. Our setting is part of the PVI network and through this opportunity we are able to visit other settings and gain ideas of good practice and offer support to each other. A recent example of this was when I went to visit another setting regarding outdoor provision. The manager informed me that she had not previously visited any other settings. We set a date and later in December she and her staff will visit us. It is a great opportunity to share our knowledge and experience with others.

We have established links with the local school to our setting where the majority of our children will enter reception. Both my deputy and I visited shortly after taking over the managerial positions. We both felt if we were to play an effective part in the transition of the children in our care to school, then we needed to have a look around the school, meet the staff and generally get to know the school. The reception teacher visits the children in Pre-school before they start their transition mornings, and staff are invited to a picnic at the school. We make the most of these opportunities by taking photographs and using them in transition circle times, which the children enjoy. We also have close links with other settings that our children attend, offering opportunities to visit each other and share knowledge of the children in our care. (Permission is given by parents beforehand). My Practice is: Good

The effectiveness of the setting’s engagement with parents and carers As the EYFS states "When parents and practitioners work together in early years settings, the results have a positive impact on children’s development and learning. "Working with parents is essential to a child’s well-being and at our setting we are committed to the involvement of parents. Whether it be by becoming a member of the Committee, parental support in conjunction with Sure Start, asking them to contribute to resources, lending a hand covering lunches or by simply sharing their child’s learning journey with them. We welcome all families and value their skills and knowledge of their children.We provide termly setting workshops for parents and carers including one on learning journey observation at home,letters and sounds and mark making last term. My Practice is: Good

The effectiveness of leadership and management in the Early Years Foundation Stage On the basis of your evaluation, what are your priorities for improvement? The commitment from both staff and Committee members is clear. We are all working to see this setting thrive. We want to be known for the quality care and provision we offer. All staff care about the service we provide and are committed to making continuous improvements. Each and every day we reflect upon our practice and aim to make steps to improve our provision. Our long term goal is to have our own purpose built Pre-school. We now have a portfolio which we put together to apply for a Capital Builds grant unfortunatley due to the change in Government the funding was pulled before we had the grant agreed.We have not given up hope and are currently contining to search for new premises and funding. This will enable us to forge closer links with the local school and provide extended school services for the local community. My Practice is: Outstanding

Overall Effectiveness The capacity of the provision to maintain continuous improvement Our weekly planning sheet allows all staff to play an effective part in planning and evaluating activities. General comments are made about activities that have been provided throughout the week, allowing for specific observations to be logged in children's learning journeys. Each child has their own development matters booklets where achievements are noted with a date and page no of photographic and or written evidence. Each child's learning journey is followed each week. Staff continually add evidence, and at the end of each term parents are invited to share in their child's journey and plan their next steps. Any gaps in learning will be identified throughout the term and specific activities will be selected to assess that area of learning. Children are given opportunities to look at their own learning journeys and add their own comments and photographs. As discussed earlier, parents are asked to complete a termly evaluation which highlights any strengths and weaknesses in our provision. These comments are discussed with staff and further action is taken if necessary. As a team, we take on board comments and use our professional judgements and range of experiences to overcome potential issues. For example, in our previous inspection our setting did not have its own enclosed garden. Steps were taken to ensure changes took place and now we are developing opportunities to provide high quality outdoor provision. Our action plan is work in progress, which is reviewed termly both with staff and the Committee, some of whom are

parents. Staff are happy to make changes to our practice and as a team we are always looking to improve our provision. Training with staff is ongoing. Through continual professional development, courses are prioritised as staff responsibilities change. Our SENCO continues to collate evidence on our IDP, reflecting good practice in Language and Communication,Autism and most currently Behaviour,Emotional and Social Difficulties. My Practice is: Good

How well does the setting meet the needs of children in the Early Years Foundation Stage? This is about your overall effectiveness, taking into account your evaluation of all aspects of your practice, outcomes for children, identified priorities for improvement and the grades you have awarded yourself. My Practice is: Good

Please add any further comments you wish to include below As a newly appointed manager of Little Dragons Pre-school, I am very proud of our achievements to date. Over the course of nearly two terms we have made significant changes to all areas of our setting in one way or another. Giving the children and parents a voice and acting upon their requests is only a small part. All of the changes we have made have had a positive impact on the children, parents, staff and Committee. To receive our second RAG judgement of “Green” from Essex County Council; to have been awarded grants for resources;to have the support from SENCAN with our SEN child and an increase in the number of children reaching full capacity in two sessions for the summer term all aids to boost moral and confidence as a team. We are very fortunate to have the full commitment of our Committee too, who will endeavour to make our dream - of having our own purpose built Pre-school in the near future - come true.

Statutory Requirements Learning and Development Requirements

pages 11 - 18 LD 1: the early learning goals - the knowledge, skills and understanding which young children should have acquired by the end of the academic year in which they reach 5 years of age. pages 12 - 16 Fully In Place

LD 2: the educational programmes - the matters, skills and processes which are required to be taught to young children. pages 12 - 16 Fully In Place

LD 3: the assessment arrangements - the arrangements for assessing young children to ascertain their achievements. pages 16 - 18 Fully In Place

Action: Welfare Requirements

pages 19 - 40 W1: safeguarding and promoting children's welfare W1.1: the provider must take necessary steps to safeguard and promote the welfare of children in the setting. pages 22 - 25 Fully In Place

W1.2: the provider must promote the good health of the children, take necessary steps to prevent the spread of infection, and take appropriate action when they are ill. pages 26 - 27 Fully In Place

W1.3: children's behaviour must be managed effectively and in a manner appropriate for their stage of development and particular individual needs. page 28 Fully In Place

W2: suitable people W2.1: adults looking after children, or having unsupervised access to them, must be suitable to do so.

pages 29 - 30 Fully In Place

W2.2: adults looking after children must have appropriate qualifications, training, skills and knowledge.

page 31 Fully In Place

W2.3: staffing arrangements must be organised to ensure safety and to meet the needs of the children.

page 32 Fully In Place

W3: suitable premises, environment and equipment Outdoor and indoor spaces, furniture, equipment, and toys must be safe and suitable for their purpose.

pages 33 - 36 Fully In Place

W4: organisation Providers must plan and organise their systems to ensure that every child receives an enjoyable and challenging learning and development experience that is tailored to meet their individual needs. page 37 Fully In Place

W5: documentation and reporting Providers must maintain records, policies and procedures required for the safe and efficient management of the settings and to meet the needs of the children. pages 38 - 40 Fully In Place

Action:

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