Kiln Hill Pre-School Ltd.

Kiln Hill Pre-School Ltd. The Mitchell Memorial Hall, Kiln Hill, Tweedmouth, Berwick-upon-Tweed, TD15 2EZ

p.1

Inspection date

Previous inspection date 29 March 2018 23 February 2015

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The manager undertakes regular teaching observations to monitor staff's practice. This helps her identify areas for improvement and professional development, ensuring teaching remains consistently good.  Partnerships with parents are very strong. Parents speak highly of staff and are very appreciative of the support they and their children receive. Good systems keep parents informed of their child's progress. For instance, staff send out regular newsletters and frequently update the social media account for parents.  Staff are extremely considerate to each other. Consequently, children learn by their good example and they are polite, caring and kind to each other.  Children develop a good understanding of managing their own hygiene. For example, they independently select tissues, wipe their noses and wash their hands afterwards in the child-friendly mobile sink units.  Children develop good literacy skills. For instance, they pretend to write each other

p.1

This provision is good

letters, making marks on the paper to represent words. This effectively helps children learn that print carries meaning.

p.1

It is not yet outstanding because:

 Occasionally, during some planned group activities, staff do not always ensure that the younger children remain engaged and interested with their learning.  The manager does not monitor and review the progress made by different groups of children, to better inform planning and close gaps in learning.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 review and adapt group activities to encourage younger children to remain engaged and interested in their learning  establish ways to monitor and review the progress made by different groups of children, to quickly identify and address any gaps in their learning.

p.2

Inspection activities

 The inspector sampled relevant documentation, including safeguarding policies and procedures, children's learning files, and planning documentation.  The inspector spoke to the manager, children and staff at appropriate times throughout the inspection and observed staff's interactions with children.  The inspector spoke to parents on the day of the inspection, and took account of their views.  The inspector had a tour of the setting, viewed the premises and discussed risk assessment procedures with the manager.  The inspector carried out a joint observation with the manager.

p.2

Effectiveness of the leadership and management is good

The manager and staff have a good understanding of the safeguarding and welfare requirements. They regularly update their child protection and safeguarding training, and have a clear understanding of what to do if they have any concerns about a child's welfare. Safeguarding is effective. The manager and staff develop good relationships with other settings. For instance, to share good practice and training events with other settings, to further enhance staff's teaching skills. Good induction processes help new staff feel supported, and ensures they have a good understanding of their roles and responsibilities. Regular self-evaluation enables the manager to identify areas for development, such as further enhancing the outdoor area, to make the physical learning environment more engaging for children.

p.3

Quality of teaching, learning and assessment is good

The manager and staff make effective use of the information they gather when children first start at the pre-school, such as planning activities tailored to individual children's needs. Regular observations and assessment of children's abilities enable staff to clearly identify children's next steps in development. This helps all children make good, or better, progress in their development. Children enjoy daily outdoor play, where staff plan exciting activities to help children develop their physical and observational skills. For example, they examine spring bulbs, correctly identifying the roots and flower sections, before skilfully planting them beneath the apple tree.

p.3

Personal development, behaviour and welfare are good

The learning environment is warm, welcoming and brightly decorated. Children excitedly enter and greet staff and each other. Visitors receive a warm welcome and children thoroughly enjoy visits from the wider community, such as the local pet shop owner, a worker from the Salvation Army and a company sharing 'bugs and beasties' with the children. Children enjoy listening to their stories and singing songs. For instance, they laugh together and have great fun as they sing 'head, shoulders, knees and toes', faster and faster. This effectively helps promote children's self-confidence and self-esteem during group activities. Staff promote children's personal, social and emotional learning well. For instance, they engage in different charity events. This helps promote their understanding of others in society who are less fortunate than they are. Staff regularly praise the children's efforts, which positively boosts their self-esteem.

p.3

Outcomes for children are good

Children confidently explore the learning environment and persevere with their chosen activities. For example, they make green 'dough' cakes, and candles, carefully moulding and manipulating the dough. They concentrate for prolonged periods. Children display good imagination skills. For instance, they confidently use magnifying glasses to examine the pretend spiders and bugs they have placed in among the flower plant tubs. This helps promote good investigational and scientific skills. This further enhances some of the skills children require for future learning, such as their eventual move on to school.

p.3

Setting details

Unique reference number EY359531 Local authority Northumberland Inspection number 1093130 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 0 - 8 Total number of places 52 Number of children on roll 45 Name of registered person Kiln Hill Pre-School Limited

p.4

reference number

Date of previous inspection 23 February 2015 Telephone number 01289330052

p.4

reference number

Kiln Hill Pre-School Ltd registered in 2007. There are six members of staff, all of which hold relevant qualifications at level 2 and above. The pre-school opens from Monday to Friday term time only. Sessions are from 8.45am until 11.45am and from 12.30pm to 3.30pm. The nursery provides funded early education for two-, three- and four-year-old children.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

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

p.5

reference number

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

p.5