Top Banana Pre School

Top Banana Pre School Seal War, Memorial Pavillion, Seal, Recreation Ground, High Street, Sevenoaks, Kent, TN15 0AL

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Inspection date

Previous inspection date 4 May 2017 22 April 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 have worked well together to make improvements since the last inspection. For example, staff now provide many opportunities for children to become more independent in all areas of their learning and self-care.  Children form strong relationships with their key person. Staff successfully gather all information when they first start, to help them settle quickly and develop well.  Partnerships with parents and other professionals are good. Information is regularly shared and this helps children develop well with a joined up approach to their learning.  Staff are good role models. They consistently explain acceptable behaviour and use good manners. Children behave well and are starting to understand boundaries and expectations. Staff praise children for their efforts, which helps them build confidence.  Children are kind and tolerant towards each other. They explore the world around them

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This provision is good

through play and by using thoughtfully provided resources. As such, children are starting to learn about the differences and similarities in themselves and others.

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It is not yet outstanding because:

 Staff are sometimes too quick to give children the answers to the questions they ask. They do not give children the opportunity to think through their own answer or work out the solution to problems for themselves.  Staff have not given enough consideration as to how well they organise the environment to fully support children's involvement in group activities, such as snack time.

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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 staff's questioning skills so children are given more opportunities to think through answers and workout the solutions to problems for themselves  give more consideration to the organisation of the environment to better support children's involvement in group activities, such as snack times.

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Inspection activities

 The inspector conducted a joint observation with the manager.  The inspector spoke to parents, staff and children throughout the inspection.  The inspector checked the suitability and qualifications of staff.  The inspector observed children's play and staff interaction in both the indoor and outdoor environments.  The inspector held a meeting with the manager.

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Effectiveness of the leadership and management is good

The manager has high expectations for herself and for her staff team. She uses self- evaluation effectively to identify areas for improvement and change. She values the opinions of parents, staff and children to help consistently raise the quality of all aspects of the pre-school. Staff regularly attend training, discussions and meetings to improve their practice and help them achieve good outcomes for children. The leadership team monitors children's progress. Gaps in learning are quickly identified and support is provided to help children make good progress. Safeguarding is effective. All staff understand the importance of their role in helping to protect children's welfare. They know how to report concerns about a child in their care.

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Quality of teaching, learning and assessment is good

The staff team use good observations and assessments to plan next steps in learning for their key children. They provide resources and activities that help them in developing their language skills. For example, when children play with the farmyard, staff help them look at picture books to find the names of baby animals. Children use their imagination well as they make chocolates from the coloured playdough provided. Staff use what they learned at recent training to help children explore mathematics. For example, they introduce children to lots of shapes and mathematical language when playing with the bubbles in the garden. Staff support children's learning well and have a good knowledge of how to help them succeed.

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Personal development, behaviour and welfare are good

All children are settled and happy. The strong settling-in process helps them to become emotionally secure and to start to explore and participate in activities. The key-person system works well and staff work cooperatively as a team. The robust risk assessments help staff provide a safe and secure environment for the children to play in. This builds their self-esteem and helps children to become inquisitive in their surroundings. Staff are kind and respectful. Children express their feelings and are treated as individuals with their own unique personality.

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Outcomes for children are good

Children make good progress from their initial starting points. They are developing the necessary skills for their future learning or their move to school. They are engaged and motivated in their own learning and in the choices they make. For example, children access all resources independently and gain an awareness of their own likes and dislikes. They are considerate towards others and are developing good social skills that help them form friendships.

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Setting details

Unique reference number EY301539 Local authority Kent Inspection number 1092226 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 28 Number of children on roll 50 Name of registered person Alison Lee O'Hara

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reference number

Date of previous inspection 22 April 2015 Telephone number 07958 528808

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reference number

Top Banana Pre School registered in 2005. The pre-school is open each weekday, from 9am to 3pm, during school terms only. It receives funding for free early education for children aged two, three and four years. The pre-school employs seven members of staff, four of whom hold appropriate early years qualifications at level 3. One member of staff has early years professional status.

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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

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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