Little Explorers Kindergarten Riverside

Little Explorers Kindergarten Riverside Riverside Community Centre, Dickens Road, GRAVESEND, Kent DA12 2JY

p.1

Inspection date 18 June 2019 Previous inspection date 20 June 2014

p.1

This inspection: Good 2

Previous inspection: Outstanding 1 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Outstanding 1 Outcomes for children Good 2

p.1

This provision is good

n This setting provides a highly nurturing environment where staff develop extremely positive relationships with children and their families. Consequently, children settle in quickly and develop a great deal of confidence as they feel very secure with the adults who care for them. n Staff have close partnerships with schools and outside agencies to ensure that all children receive consistent standards of care. They ensure that children receive the help and support they need to catch up in their learning. n Staff make the most of opportunities to support children during the daily routine. For example, they help children expand on what they say, by pronouncing words clearly and introducing more complex sentences. They also plan sessions to target children's speech and language. These approaches ensure that all children develop confidence and make progress in their communication skills. n Partnerships with parents are well established. Staff involve parents by exchanging

p.1

This provision is good

information about their children's achievements and learning at the setting and at home. Parents comment on how well staff help their children to become confident and sociable. n Staff provide a wide range of activities and resources which maintain children's attention and enable them to learn through play. However, there are occasions when a wider range of resources could be provided for younger children to succeed in what they set out to do. n The systems for overseeing the quality of teaching do not evaluate the whole curriculum to consider the purpose and value of all activities. For example, managers have not reflected on the approach some staff use to introduce early reading to young children.

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 consider how some resources can be adapted or changed when younger children find activities too challenging, in order to maintain their attention n evaluate the curriculum with more rigour to consider the purpose of all activities and aim for an outstanding quality of teaching.

p.2

What the setting needs to do to improve further

n The inspector had a tour of the setting. n The inspector observed the quality of teaching and the impact on children's learning. n The inspector sampled a range of documentation, including children's learning records, policies and training records. n The inspector conducted a joint observation with the registered provider. n The inspector held a meeting with the management team. n The inspector spoke to children, parents and staff to consider their views on the nursery.

p.2

Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. Adults are clear about their roles and responsibilities to keep children safe. There are clear arrangements in place for staff recruitment, induction and supervision. Staff attend a range of training, such as supporting children with technology and science. These arrangements help to promote good outcomes for children. Leaders have a clear picture of the progress of individual children and how well groups are achieving. They take action to help children to catch up. For example, they noticed that some groups of children lack enthusiasm for books, and they developed literacy bags to spark their interest.

p.3

Quality of teaching, learning and assessment is good

Staff seek relevant information from parents and observe and assess children's learning well. Their interactions with children are strong and positive. They talk to children and consistently use open-ended questioning to challenge and extend children's thinking. For instance, when children play with construction materials, staff encourage them to predict what may happen and consider a range of possibilities. Consequently, children think deeply, share their ideas and communicate confidently. Staff take opportunities to develop children's mathematical thinking, introducing conversations about weight, capacity and volume. These experiences support children in developing valuable skills in readiness for starting school.

p.3

Personal development, behaviour and welfare are outstanding

Staff are highly positive role models, who demonstrate respect, kindness and a very caring attitude. They teach children to consider the needs of others and strive to ensure that each and every child feels included and valued. Consequently, children are exceptionally well behaved and develop outstanding social skills which prepare them very well for the next stages in their learning. Staff have an excellent approach to teaching children about safety and their own well-being. For example, children talk about the importance of wearing safety goggles when they use construction equipment.

p.3

Outcomes for children are good

Children are very settled, secure and confident as they explore and learn through play. Younger children enjoy the well-resourced outdoor area, where they develop strong physical skills, climbing, running around and exploring. Older children learn about complex scientific principles, such as why some objects make a bigger splash than others, during water play. All children become very independent as staff encourage them to have a go and try things out for themselves. Children take responsibility for their environment, for example enthusiastically tidying and helping to sweep up. Managers make careful use of funding to support positive outcomes for children. For example, they identify how some children benefit from outdoor experiences. They use funding to develop a sensory garden, where children enjoy learning about the natural world as they grow and nurture plants and foods.

p.3

Setting details

Unique reference number EY470680 Local authority Kent Inspection number 10105147 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care Age range of children 2 - 4 Total number of places 40 Number of children on roll 57 Name of registered person Little Explorers Kindergarten Ltd

p.4

reference number

Date of previous inspection 20 June 2014 Telephone number 07932061880

p.4

reference number

Little Explorers Kindergarten Riverside registered in 2013 and is owned by Little Explorers Kindergarten Ltd. It operates in Gravesend, Kent. The kindergarten is open Monday to Friday, term time only, from 9am to 12 noon and 12 noon to 3pm. The provision receives funding to provide free early education for two- and three-year-old children. There are nine members of staff who work with the children, eight of whom hold appropriate early years qualifications to at least level three and the provider is qualified to level five.

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