Dinkykids Preschool

Dinkykids Preschool Kingsnympton Community Centre, Kingston Upon Thames KT2 7RR

p.1

Inspection date 24 May 2019 Previous inspection date Not applicable

p.1

This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

p.1

This provision is good

n Staff provide a warm and welcoming environment. They receive the children and parents in a friendly manner on arrival. Children are visibly happy to come into pre- school and appear eager to play with the wide range of activities presented. n Staff get to know children very well and children are highly responsive to them. The key-person system is effective and helps to ensure that children remain emotionally settled. n Staff are confident in their understanding and awareness of safeguarding procedures, being able to fully describe how to keep children safe from harm and protect them from danger. n The managers and staff are ambitious, hard-working and committed to improving outcomes for children. n Children have good opportunities to learn about diversity, such as when exploring items and books that reflect other cultural backgrounds. Children learn to value each other's differences. n Behaviour at the pre-school is good. Staff act as positive role models and give

p.1

This provision is good

consistent, calm reminders and clear boundaries. n The manager and staff have created an engaging and exciting environment. They provide children with a wide variety of learning opportunities, indoors and outside. Staff assess any risks thoroughly. They implement clear procedures for keeping children safe when they use different areas of the building and the garden. n Although staff know the children well and tracking occurs, this is not recorded clearly within the children's learning journey. Consequently, staff cannot clearly evaluate how much progress children have made from their initial starting points. n Staff sometimes miss opportunities to encourage children's independence in managing everyday tasks, such as pouring out their own drinks or cutting up fruit or vegetables for their snack.

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

n build on children's self-care skills during snack times by providing more opportunities for them to prepare their own food n ensure that the recording of children's development is clear and concise so that staff can clearly evaluate how much progress children have made from their initial starting points.

p.2

What the setting needs to do to improve further

n The inspector had a tour of the premises and viewed all areas accessed by the children. n The inspector spoke to parents during the inspection and took account of their views. n The inspector observed interactions between children and staff indoors and outdoors n The inspector conducted a joint observation and a meeting with the provider. n The inspector held discussions with leaders and staff at appropriate times throughout the inspection. n The inspector viewed a range of documentation, including suitability checks and staff information.

p.2

Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. All staff have a good understanding of their safeguarding responsibilities. They are fully aware of the procedure they need to follow and who to report concerns to if a child is at risk. Managers work really hard and are committed to their roles. The manager monitors staff practice carefully and provides them with good support and guidance. The manager and staff support children with special educational needs well. The manager uses risk assessments of the premises and for outings to minimise risks to children, and staff always work together effectively to supervise the children. The environment is well organised with clearly defined areas. Partnership with parents are good. Parents are kept informed about their children's learning and development. Staff share information with the parents on a daily basis about children's achievements.

p.3

Quality of teaching, learning and assessment is good

Teaching is good. Staff identify children's next steps in learning and promote these through a balance of child-led and adult-initiated activities. Staff use open-ended questions to enable to children to develop their thinking skills and own ideas. The children enjoy sensory activities such as using play dough. Staff support children's mathematical development well. For instance, children worked together to identify which piece of play dough was bigger than the other. The home-corner area is where the children display their caring nature. An example of this was when they wrapped up the dolls in blankets and rocked them to sleep.

p.3

Personal development, behaviour and welfare are good

Staff provide a welcoming and friendly environment. Children are well behaved, happy and settle quickly. They develop close relationships with their key persons and other adults, who are kind and caring. Staff provide children with plenty of opportunities for fresh air and physical development. Staff teach children to manage their self-care needs effectively, for example washing their hands at appropriate times. Staff promote children's good health equally well. Snacks are varied and nutritious, and children and are offered plenty of water throughout the day. The setting is working towards the Healthy Early Years London scheme. Children learn respect for the environment, adults and each other. Children learn about diversity. For example, staff teach them about each other's different cultures and languages. Children enjoy physical activities, such as climbing on the climbing frame in the garden area or riding around on the tricycles in the

p.3

Outcomes for children are good

The children are happy and confident. They are fully engaged, extremely motivated and excited as they join in different activities. Children show good early literacy skills. For instance, they can write their name, forming some recognisable letters. They develop their personal and social skills well. All children progress well from their starting points.

p.3

Setting details

Unique reference number EY537846 Local authority Kingston upon Thames Inspection number 10089665 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care Age range of children 2 - 4 Total number of places 26 Number of children on roll 11 Name of registered person Dinkykids Partnership

p.4

reference number

Date of previous inspection Not applicable Telephone number 02085495705

p.4

reference number

Dinkykids Preschool registered in 2016. It operates from a Community Centre in the London Borough of Kingston-upon-Thames. The pre-school offers its service during term time only, from 9am to 3pm on Tuesday and Wednesday and from 9am to midday on Friday. The provider manages the setting and employs four staff, all of whom have early years qualifications.

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.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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 1231, or email enquiries@ofsted.gov.uk .

p.5

reference number

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 monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

reference number

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

p.5