Kiwi's Playgroup and Pre- School

Inspection of Kiwi's Playgroup and Pre-School 8 Copse Road, REDHILL RH1 6NW

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

Children at the playgroup and pre-school feel safe and secure. They develop strong attachments to staff and often cuddle and hug them. Children want to come to the setting and are happy and motivated to learn. Parents are very happy with the service that the manager and staff provide and say staff are 'friendly, knowledgeable and nurturing'. The staff work well together and this joint approach has a positive impact on the children. For example, staff use the same consistent strategies to teach children how to behave well.

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The provision is good

Staff have high expectations for all children and plan appropriately to meet their individual needs. For example, children take turns negotiating a balance beam in the outside area. Older children learn how to go backwards and younger children have fun jumping off. Staff model language well and introduce new vocabulary, for example when children negotiate the 'wobbly' bridge.

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The provision is good

Since the last inspection, the manager has supported staff training and ensures all staff have an up-to-date knowledge of relevant and current government guidelines and legislation. The manager has also improved the organisation and implementation of group times so that all children, especially younger children, are able to take part.

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need to do better?

n Staff have a good relationship with parents and communicate in different ways. For example, parents have the opportunity to attend parent consultations and receive written learning journals detailing their children's progress. The manager also sends out a comprehensive introductory letter to parents explaining what to expect at the setting. The manager has improved the relationship with parents to enhance children's learning. For example, staff now send home story bags for older children and song bags for the younger children to continue their learning at home. n The manager regularly reviews staff training and, together with staff, looks to support any areas for further development. For example, after attending training staff are better able to understand how children learn. The manager fully supports the senior staff, providing additional resources to complete the setting's commitment to all children.

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need to do better?

n The manager and staff identify children's starting points well and plan for each child to make progress through meeting their developmental needs and helping them to gain new skills. For example, a member of staff sits with a group of children and shows them how to roll and knead dough. Children have plenty of opportunities to develop their small-muscle skills and manual dexterity. n Staff generally support children in their play well. They have high expectations of

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need to do better?

11 September 2019 all children, including those who are learning English as an additional language and children with special educational needs/and or disabilities. For example, staff support children through sign language. However, some older children are not sufficiently challenged in their development and understanding of mathematics. n Children get on well with each other. This is illustrated as they laugh and smile at each child as they try to challenge themselves further by trying to go backwards on the balance beam. Other children hold each other's hand, helping them across. They work together well. Older children interact with younger children, talking and laughing and building on their developing language and social skills. n The manager and staff support children's communication and language skills well. For example, staff name colours for younger children and older children begin to identify letters and sounds.

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need to do better?

n The manager and staff are good role models and children's behaviour is generally good. During circle time, staff discuss the rules of the setting, such as having 'kind hands' and 'walking feet'. Children begin to understand the dangers of running in an enclosed area and how trip hazards, such as discarded toys, may cause a fall. Children learn about personal safety and how to manage risk well. n There are a variety of resources and equipment. However, resources to support children's knowledge of technology are less obvious. Sometimes, the lack of resources means children do not gain an appropriate understanding of technology and how things works.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff know what to do and who to contact if they have a concern about a child's welfare. The manager ensures staff keep their safeguarding knowledge up to date with regular updates and training. The manager has a robust recruitment procedure and a thorough induction programme to ensure staff are suitable for the job and have the necessary skills to work effectively in the setting.

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should:

n provide children with more challenges in their mathematical understanding and development n strengthen children's knowledge of technology and provide resources that extend their understanding even further.

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Setting details

Unique reference number EY330562 Local authority Surrey Inspection number 10092834 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 2 to 4 Total number of places 36 Number of children on roll 25 Name of registered person Kiwi's Ltd

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reference number

Telephone number 07918 195967 Date of previous inspection 14 January 2019

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Information about this early years setting

Kiwi's Playgroup and Pre-School registered in 2006 and is located in Redhill. The setting is open every day from 8am to 3pm during school term times. There are seven staff; of whom, four hold relevant childcare qualifications to level 3 and one holds qualified teacher status. The pre-school receives funding to provide free early years education for children aged two, three and four years.

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Inspection activities

n The inspector had a tour of the premises during a 'learning walk' and observed the impact of teaching on children's enjoyment and development. n The inspector spoke with parents to gain an understanding of their views. n The inspector carried out a joint observation of an activity with the manager. n A meeting was held between the inspector and the manager. n The inspector spoke to children and viewed their activities.

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Inspection activities

11 September 2019 We carried out this inspection 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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Inspection activities

11 September 2019 regulates and inspects to 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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