Meadow Pre School

Meadow Pre School Meadow Playgroup, Albert Road, Rochester, Kent, ME1 3DG

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Inspection date

Previous inspection date 11 January 2018 14 January 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 reflects well on the provision and children's progress, to continually improve practice and maintain good outcomes for children.  Staff effectively teach children how to respect the needs of others and to learn about positive behaviours, to help them play cooperatively together.  Staff provide a good range of play experiences overall, to encourage children to explore and learn. Children develop a good range of skills ready for the next stages in their learning.  The manager and staff work well together, and with parents and outside professionals, to meet children's individual needs.

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It is not yet outstanding because:

 Sometimes, staff do not fully extend children's interests in their chosen play, to further encourage their learning.  At times, staff do not consistently encourage children to concentrate and listen during some routines and activities, to further prepare them for future 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

 use all opportunities to fully extend children's interests and learning during their everyday activities  encourage children to listen and concentrate more consistently during activities and routines.

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Inspection activities

 The inspector had a tour of the areas of the pre-school used by children.  The inspector spoke to staff and children at convenient times throughout the inspection.  The inspector conducted a joint observation of an activity with the manager.  The inspector spoke to a number of parents and carers to establish their views about the quality of care and learning.  The inspector sampled records and documents, including policies and procedures, information used to determine staff suitability, and children's records.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The manager and all staff have an up-to-date understanding of how to recognise when a child may be at risk of harm and the procedures to follow in the event of a concern. The manager has made good improvements since the last visit and has addressed the recommendations set at that time. Effective risk assessment and good staff deployment help to keep children safe. The manager and the provider work well together to recruit staff and ensure their ongoing suitability. The manager supports staff well and encourages their professional development to improve their teaching abilities. For example, staff used recent training well to help children form close attachments to their key persons, to help them develop good levels of emotional well-being.

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Quality of teaching, learning and assessment is good

Staff encourage children's communication and language skills well. For example, they ask interesting questions to help children describe what they are doing, or to talk about their favourite toys. Children tell their friends that the truck they are playing with 'has a funny wheel that can drive in the mud', as they learn to describe how things work. Staff encourage children to use their imaginations well. For example, they engage in prolonged discussions with children as they talk about going on an aeroplane with a suitcase, to extend their ideas. They use mathematical language well to help children explore number, shape, size and quantity, and to engage in counting and number recognition.

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Personal development, behaviour and welfare are good

Staff help children to develop good levels of confidence and emotional well-being. Children of all ages confidently talk about their favourite activities, which include drawing and playing outside. Staff skilfully engage children in activities that help them to confidently join in with group activities. Children particularly enjoyed taking part in a story where they moved their bodies in different ways to 'shake' and 'wiggle', as staff read to them with good expression. Staff give children who are less confident than others socially the support they need to develop relationships and to take part in all activities. They encourage children to learn about being active and eating healthy foods. Children enjoy time to play, run and explore outside, in all weathers, and they choose healthy fillings as they help to make their own sandwiches at lunchtime.

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Outcomes for children are good

All children, including those who have special educational needs (SEN) or whose starting points are below those of other children of the same age, make good progress over time. Younger children explore different materials, such as play dough, to make their own creations. Older children use mathematical language, such as 'taller than' and 'as big as', to describe and compare the towers they build with other things around them. They concentrate well as they discover how to cut their sandwiches into three pieces, rather than into halves or quarters. Children are motivated to try new things and to take part in the good range of activities provided.

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Setting details

Unique reference number EY378947 Local authority Medway Towns Inspection number 1085887 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 31 Number of children on roll 52 Name of registered person Meadow Pre-School

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reference number

Date of previous inspection 14 January 2015 Telephone number 01634814122

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reference number

Meadow Pre School originally opened in 1977 and re-registered in 2008. It is managed by a committee. The pre-school is situated in Rochester, Kent. It is open each weekday from 9.15am to 2.45pm, during school term times only. The provider employs eight members of staff. Of these, six staff hold appropriate early years qualifications. The manager and deputy manager hold early years professional status, two staff hold qualifications at level 3 and two staff hold qualifications at level 2. The setting is in receipt of funding for the provision of free early education to children aged two, three and four years.

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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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