Domino Pre-School

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About Domino Pre-School

Name Domino Pre-School
Ofsted Inspections
Address United Reform Church, Home End, Fulbourn, Cambridge, Cambridgeshire, CB21 5BS
Phase Childcare on Non-Domestic Premises, Sessional day care
Gender Mixed
Local Authority Cambridgeshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are very happy and settled in this setting. They arrive enthusiastically, ready to start exploring and playing. Children enjoy playing in the large garden area.

They make birthday cakes in the sand pit, paint walls and ride bikes. Staff provide forest-school sessions and help children to use different tools safely. They support children to make decisions about what is safe.

Staff follow children's interests and actively involve all children in deciding what they want to play with. Children's home languages and backgrounds are respected. The setting follows its own bespoke curriculum and all children, including... those from disadvantaged backgrounds, make good progress with their learning and development.

Children are deeply engaged in their learning throughout the day. They busily explore the wide range of learning opportunities that staff provide. Staff continually set up new and exciting activities for children to enjoy throughout the day.

There is a calm learning environment and children get to know the routines of the setting quickly, which helps them to feel emotionally safe. Staff know children very well and keep them focused on their learning. Children display positive attitudes to learning and to each other.

They include each other in their play and are kind and respectful. Minor issues with behaviour are managed quickly by staff. Staff teach children the impact that their behaviour has on others.

What does the early years setting do well and what does it need to do better?

Staff promote healthy lifestyles. Children use their senses to explore and taste different fruits. Staff talk to them about what foods are healthy.

The setting provides healthy snacks and drinks. Staff work with parents so that children can enjoy healthy packed lunches. Children wash and dry their own hands, and staff encourage them to sit at the table until they have finished eating.

The setting promotes independence throughout the day. Children hang up their coats and self-register when they arrive. This helps them to have a sense of belonging.

Staff encourage children to put on their coats and boots when they go outside. Children help with tidying up throughout the day, which supports them to take responsibility for their environment.Children's physical development is well supported.

Children climb on the frame outside and ride bikes. Staff incorporate mathematical learning by encouraging children to stop and count while they are riding their bikes. Inside, children build with large construction materials.

Staff make the most of the local community, taking children on outings to parks and shops. This helps children to learn about the world around them.Skilful teachers help children to develop their listening skills.

At circle time, children play with musical instruments. They follow staff's instructions, stopping their instruments when asked. Staff read books, play games and sing songs with groups of children.

Staff extend children's learning through conversation and questioning. However, teaching is not consistently used across the setting to develop children's growing knowledge and vocabulary.Staff engage children in conversations about their learning.

They help children to create masks of their favourite story characters. Children concentrate hard as they decide how to create their wolf mask, and they use their developing physical skills to use sticky tape and draw. Children dress up as characters from books, and staff use focused texts to develop children's love of books.

The setting creates positive relationships with parents. Parents speak highly of the staff, commenting on the wide range of learning opportunities that the setting provides. They appreciate the communication they receive about their child's well-being and development.

Staff work with parents, providing advice and information on their children's development, which helps them to make progress. Parents are encouraged to join the committee and they take their responsibilities of managing the setting seriously.Leaders reflect on how effective their setting is.

They have a strong idea of their strengths and areas that they want to continue developing. Leaders support staff with their ongoing professional development. They also support staff with their health and well-being.

They carry out risk assessments and make adjustments so that all staff feel fully included.


The arrangements for safeguarding are effective.Leaders have developed robust safeguarding policies and procedures.

They follow safer recruitment procedures to ensure that committee members and staff are checked before working with children. Staff have a good understanding of safeguarding issues. They know the signs that would concern them that a child may be at risk of abuse.

Staff are aware of the importance of preventing radicalisation. They understand how to respond to these concerns, including who they would go to inside and outside of the setting to report any issues.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop consistent support for children's learning, communication and language across the setting so that children can learn and use new words and ideas in their play.

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