Holding Hands Pre-School Nursery

Holding Hands Pre-School Nursery Sunnyside Hall, Rusthall Road, Tunbridge Wells, Kent, TN4 8RA

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Inspection date

Previous inspection date 14 December 2016 10 June 2013

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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

 When children start at the nursery, staff work with parents to agree what children can do and what their next steps are. Parents have further opportunities throughout the year to contribute to their children's progress and development records. They appreciate the regular information they receive about their children's learning and development.  Children have strong relationships with staff and each other, including their key person. This helps to support their emotional well-being and sense of belonging.  There are good partnerships with other settings that children attend and local schools. For example, staff share key information about children's development and progress, which helps to support continuity in their care and learning.  The manager encourages staff to identify training to reflect their interests and improve their practice. She holds regular meetings with staff members to discuss their work.

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This provision is good

The nursery staff meet and work with staff from other settings. For example, they share their ideas, resources and observe each other's practice.

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It is not yet outstanding because:

 Staff do not make effective use of all opportunities to extend children's early reading skills.  At times, some staff do not consistently challenge children to help extend their learning.

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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

 build further on all opportunities to consistently extend children's early reading skills  make greater use of opportunities to further challenge children to extend their learning.

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Inspection activities

 The inspector checked evidence of staff's suitability checks.  The inspector carried out joint observations of children's activities with the manager and discussed the learning that took place.  The inspector held discussions about safeguarding procedures with the manager and with other members of staff.  The inspector spoke to parents and took account of their views.  The inspector held a meeting with the management team.

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Effectiveness of the leadership and management is good

Safeguarding is effective. All staff are aware of the signs and symptoms which may indicate that a child is at risk. They know who to contact if they have any concerns about children's safety or welfare. The management team reviews the environment and practice and uses the information effectively to help them make relevant improvements. For example, they raised funds to provide safe surfaces for the outdoor area to help prevent slips. The progress of children is monitored frequently. Staff take rapid and effective action to help children who need additional support to catch up. Staff have links with a range of different professionals, which enables them to seek guidance and advice to help support children who have special educational needs and/or disabilities.

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Quality of teaching, learning and assessment is good

Staff provide children with a wide range of opportunities to help them develop their physical skills effectively. For example, they encourage children to learn to skilfully negotiate space and each other while riding wheeled toys and scooters. Children use their coordination skills to accurately kick balls to each other. Staff help children to develop a good understanding of the differences between themselves and others. For instance, children explored the story of Diwali and enjoyed related activities such as creating pictures and making lamps.

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Personal development, behaviour and welfare are good

Staff provide opportunities for children to make connections between their own experiences and play. For example, they mix pretend food together in the role play area and 'cook' it. Children understand the importance of sharing and turn taking. For instance, they share the tools while playing with dough and show each other how to use the rolling pin. They play together cooperatively and understand healthy practices. For example, children know that when cutlery is dropped on the floor it becomes dirty and needs to be replaced with clean cutlery. Children follow well-established routines. For instance, they independently serve themselves snack and tidy away their plates afterwards.

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Outcomes for children are good

All children are well prepared for school, including those who have special educational needs and/or disabilities. They develop the key skills they need for the next stage of learning. For example, children make simple repetitive patterns with colours and shapes, which support their early mathematical skills. They develop their early writing skills and enjoy painting and drawing activities. Children lead their learning. They choose resources independently and persevere when faced with challenge. For example, they build towers of bricks and experiment to see how hard they have to hit them before they fall down.

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Setting details

Unique reference number 127593 Local authority Kent Inspection number 1061333 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 26 Number of children on roll 38 Name of registered person Holding Hands Pre-School Nursery, Rusthall

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reference number

Date of previous inspection 10 June 2013 Telephone number 01892 513777

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reference number

Holding Hands Pre-School Nursery registered in 1978. The pre-school operates in Rusthall, near Tunbridge Wells in Kent. The pre-school receives funding to provide free early education to children aged two and three years. There are eight members of staff who work with the children. Of these, one member of staff has a level 6 qualification and one is qualified to level 5.

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reference number

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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reference number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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reference number

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reference number

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reference number

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