Kloisters Kindergarten

Inspection of Kloisters Kindergarten Arethusa Road, Rochester, Kent ME1 2UR

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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 Good

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The provision is good

Children are greeted at the entrance by their key worker. Parents leave children at the door as they are not allowed into the setting due to the COVID-19 pandemic restrictions. Children who are unsettled are helped by staff in their room to feel secure. Children have access to a range of interesting resources inside and outside. Some children explore leaves and twigs in the play dough, while others enjoy singing songs with their friends.

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The provision is good

Children access a variety of extra activities, such as dance sessions and outings to the local forest. Children confidently share their experiences of their trip to the forest. They talk about the 'big horse' they saw and the 'wiggly worms'. Children bring back the conkers and leaves they collected at the forest and use these in their play.

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The provision is good

Children behave well and staff encourage them to be independent. They are taught to respect each other's needs. For example, they help each other by turning the light on for one another when in the toilet. Older children help those less able to come in from the garden. Children are encouraged to manage risk when riding their bikes and tricycles down ramps in the garden.

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need to do better?

n Managers have high expectations for all children. They provide an inclusive environment and value every child's uniqueness. Children are given additional support when required. The setting is in receipt of funding to support children who may have special educational needs and/or disabilities. They use the funding they receive to provide one-to-one support for children who need it. They work in partnership with external agencies to make sure all children are well supported. As a result, children are making good progress to move on to the next stage in their learning. n Managers provide staff with regular supervision. They use this time to identify areas of staff practice that they would like them to improve on. Managers provide training to support staff further. Managers conduct regular observations on staff, which feed into the targets that staff work on to improve their practice further. Staff report that they feel supported and are able to discuss any

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need to do better?

concerns they have with their managers. n Staff know what they want children to learn. They follow children's interests and support them in a way that is appropriate to their level of development. Staff provide opportunities for children to learn new skills and develop their knowledge. For example, children are developing their independence and are learning to recognise words as well as learning new words in French. Children are learning about the days of the week and the months in the year. They are

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need to do better?

2 November 2021 supported to take turns with each other. n Children's physical development is promoted well. They sit together to enjoy healthy meals and snacks and talk about the food they like. Children also have plenty of opportunity to play outside. However, care practices and routines interrupt children's play and learning. For example, they become upset and distracted when they wait for lengthy periods of time to wash their hands when they come inside. Children become upset when they sit waiting for their dinner to be served. This has an impact on children's emotional security. n Children build good relations with each other and demonstrate a positive attitude to learning. They are supported by staff to work together in small groups. For example, children help each other to match the correct number of dots to the corresponding number. Other children play a peekaboo game together. Babies explore a range of sensory experiences. For example, they

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need to do better?

show curiosity as they push and squash paint under plastic wrap.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The designated lead for safeguarding and the staff know what to do if they have any concerns about a child's welfare. They understand the local safeguarding partners procedures about how to refer any concerns they have about children or adults working with children. Staff and managers attend safeguarding training regularly to keep their knowledge updated. Staff carry out regular risk assessments, including daily checks before going outside and on outings. They conduct head counts throughout the day to make sure all children are accounted for when inside and outside.

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should:

n improve how children's progress is shared with parents to enable them to fully support their child's learning at home n improve the organisation of the day to reduce the time that children have to wait in order to ensure that their emotional security is fully promoted.

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Setting details

Unique reference number 156066 Local authority Medway Inspection number 10207273 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

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inspection

Total number of places 87 Number of children on roll 87 Name of registered person Dennis, Carolyn Frances

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reference number

Telephone number 01634 880298 Date of previous inspection 25 July 2017

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Information about this early years setting

Kloisters Kindergarten registered in 1994. It is privately owned and located in Rochester, Kent. The kindergarten is open each weekday from 8am to 5.30pm for 46 weeks of the year. The provider is in receipt of funding for the provision of free early education to children aged two, three and four years. There are 28 members of staff and, of these, 22 hold relevant early years qualifications.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The deputy manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector spoke with the nominated individual about the leadership and management of the setting and sampled key documentation. n The inspector spoke to staff and children throughout the inspection and gained the views of parents.

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Inspection activities

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

2 November 2021 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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