Kingsdown Pre-School

Kingsdown Pre-School Village Hall, Upper Street, Kingsdown, DEAL, Kent, CT14 8BJ

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Inspection date

Previous inspection date 16 September 2015 5 October 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The pre-school is well managed. Policies and procedures are clear and consistently implemented so that everyone has a sound knowledge of their roles and responsibilities.  All children develop good communication and language skills, due to the excellent support from staff.  Staff make very effective use of information about children’s progress and development. They provide activities which challenge children and help them to make good progress in readiness for starting school.  Children are happy, confident and secure because staff build positive relationships with them.  The strong partnerships with parents and liaison with the local primary school enhances continuity in children's care and learning.

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It is not yet outstanding because:

 Although staff plan activities to support children’s mathematical thinking, there are times when they do not make use of naturally occurring opportunities to develop children's interests in mathematical concepts.  Supervision of staff is not consistently focused on developing highly effective quality of teaching across the staff team, in order to enable children to make consistently high rates of progress.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 consider ways of extending the staff supervision arrangements to include a sharper focus on enhancing the quality of teaching across the whole staff team  further develop the quality of teaching by taking opportunities to support children's interest in numbers, shape, space and measure throughout the daily routine.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning.  The inspector spoke to parents, staff and children to take account of their views.  The inspector conducted a joint observation with the pre-school supervisor.  The inspector sampled planning and assessment records and a range of other documents.  The inspector held meetings and discussions with the pre-school supervisor and members of the committee.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective as procedures to keep children safe are robust. The qualified and hardworking team runs the pre-school efficiently and with enthusiasm. The pre-school committee members are supportive and take their roles seriously. There are clear arrangements in place for staff supervision, which help to promote good outcomes for children. However, there is scope to enhance these further to strive for consistently high-quality teaching. Nevertheless, the educational programmes are effectively monitored. Leaders have a clear picture of the progress of individual children and how well groups are achieving. They adapt the routines to focus on areas that will help children to catch up. For example, they notice that some groups of children lack enthusiasm for books and arrange for stories to be read outside, which motivates more children to participate.

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Quality of teaching, learning and assessment is good

Staff promote children's communication and language very well because their interactions with children are strong and positive. They talk to children and consistently use open- ended questioning to challenge and extend their thinking. Consequently, children learn new words, share their ideas and communicate confidently. However, there are occasions when some staff miss opportunities to develop children's mathematical thinking. Children enjoy a range of outdoor activities which develop their curiosity and interest in the natural world. For example, they plant fruit and enthusiastically show visitors strawberries and tomatoes they have helped to nurture.

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Personal development, behaviour and welfare are good

Staff support children extremely well and develop positive relationships with them and their families. The pre-school has a ‘community feel’ as many parents are involved in activities and management. These positive relationships enable children to feel secure, settled and confident. Staff are good role models, and teach children to share, collaborate and take turns. Consequently, children are very well behaved and develop positive social skills, which help them to prepare for their future learning. Staff develop and extend children's understanding of the importance of keeping safe. For example, they talk to them about road safety during walks to the local shop. Children grow in confidence as staff help them to develop their independence. For example, children help to set up and clean away after snack and thrive on the opportunity to make a positive contribution to routines.

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Outcomes for children are good

Staff seek relevant information from parents and observe and assess children's learning well. They plan effectively, taking into account each child's interests and stage of development. The targeted support provided for children to progress in speech and language is a particular strength of this pre-school. Consequently, all children are supported to make sustained progress in readiness for starting school.

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Setting details

Unique reference number 127307 Local authority Kent Inspection number 1024181 Type of provision Sessional provision Day care type Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 27 Number of children on roll 33 Name of provider Kingsdown Pre-School Committee Date of previous inspection 5 October 2011 Telephone number 07968 263 185

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Setting details

Kingsdown Pre-School opened in 1976. It operates from the village hall in Kingsdown village, near Deal. It opens five days a week during term time. Sessions are from 9.15am to 12.15pm every day. On a Monday, Wednesday, Thursday and Friday a lunch club operates to 1pm. The pre-school receives funding for providing free early education for all children aged three and fours years, and for eligible two-year-olds. There are eight members of staff employed to work with the children. Of these, six staff, including the managers, hold appropriate early years qualifications at level 3 and one member of staff holds early years qualifications at level 2.

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Setting details

This inspection was carried out by Ofsted 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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Setting details

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Setting details

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Setting details

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Setting details

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