Roselands Pre - School Ltd

Roselands Pre - School Ltd Salisbury Road, Tonbridge, Kent, TN10 4PA

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Inspection date

Previous inspection date 9 March 2017 26 February 2015

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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 manager and staff are proactive in continuing to develop their skills and knowledge. This helps improve their practice. For instance, they attended training to improve their understanding of how children communicate.  Children have a good range of interesting ways to develop their creativity. For instance, they explore marks in unusual ways, such as painting with bubbles.  The manager and staff work together to evaluate and review their practice. They observe each other teach and provide constructive advice. They use the feedback to make positive improvements to practice.  Staff have a well-established key-person system in place. This supports children to settle happily and quickly into play and develop a good sense of belonging.  Children are confident communicators. They are keen to share their ideas with their friends. Children develop good listening and speaking skills.  There are good opportunities for children to learn skills to support their future learning.

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This provision is good

For instance, they gain mathematical skills such as counting as they play.

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It is not yet outstanding because:

 Staff do not make the most out of the ways to extend the level of consistency in children's learning when they also attend another setting.  Staff miss opportunities to organise changes in daily routines to ensure that they engage all children more promptly in the next activity.

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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

 extend the range of ways to communicate with other early years settings that children also attend to develop consistency in children's care and learning  improve the organisation of changes in the daily routines to fully engage all children and support their learning further.

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Inspection activities

 The inspector observed staff's interactions with children.  The inspector viewed the indoor and outdoor environments.  The inspector looked at written documentation, including a sample of policies and procedures, risk assessments and staff training records.  The inspector spoke to children, parents and staff, and took their views into consideration.  The inspector carried out a joint observation with the manager.

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Effectiveness of the leadership and management is good

The manager monitors the good consistency of care and learning that staff provide the children well. For instance, she carries out one-to-one meetings to discuss staff's performance. She uses the meetings to highlight any areas of practice that she can help the staff improve on. The manager has high expectations of the staff and this helps ensure that they support children to remain engaged and interested during activities. Staff introduce activity ideas on a weekly basis to motivate children to engage in new learning experiences. The manager and staff effectively monitor and track children's progress. This helps them to promptly highlight any gaps in children's development and provide individual support to help children catch up in their learning. All staff have a good knowledge of the safeguarding procedures in place to help protect children's welfare. All staff know who to contact to follow up any concerns about children's safety. Safeguarding

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Quality of teaching, learning and assessment is good

Staff support children to prepare for the move to school well. For example, they encourage children to develop their independence, such as putting on their own shoes and coats and choosing their own play with confidence. Staff build on children's interests well. For instance, children who were excited by a story based in Antarctica were encouraged to build their own snow mountain and make ice and snow to bring the scene to life. Children have good opportunities to explore and investigate. For example, they carry out bug hunts and use magnifying glasses to observe the creatures close up.

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Personal development, behaviour and welfare are good

Staff are positive role models. Children behave well, and are polite and kind to each other. They happily help each other to complete tasks. Children learn to compromise as they use timers to indicate when it is time to share resources with a good level of maturity and patience. Staff encourage children to develop a good understanding of other peoples' similarities and differences in the wider world. For instance, they celebrate festivals from around the world. Children develop a good understanding of heathy lifestyles, as they choose to exercise, rest and recuperate. Children challenge their physical skills. For example, they climb and balance on large equipment.

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Outcomes for children are good

Children of all ages make good progress in their learning in relation to their starting points. For instance, older children learn good early reading and writing skills as they recognise letters in the environment on walks and write their names. Children participate in challenging activities that require a level of understanding of how to use tools safely. For instance, they use hammers and nails to tap shapes onto wooden boards.

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Setting details

Unique reference number EY256976 Local authority Kent Inspection number 1085798 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 50 Number of children on roll 42 Name of registered person Roselands Preschool Limited

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reference number

Date of previous inspection 26 February 2015 Telephone number 01732 506662

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reference number

Roselands Pre-school registered in 2003. It operates from a large community hall, in Tonbridge, Kent. The pre-school is open Monday, Thursday and Friday, from 9am to 1pm and Tuesday and Wednesday 9am to 12noon, term time only. The provider receives funding to provide free early education for children aged two, three and four years. The pre-school employs nine members of staff, six of whom hold relevant early years qualifications at level 3.

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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

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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