Kingfishers Pre-School

Inspection of Kingfishers Pre-School Brentwood Baptist Church, Kings Chase, BRENTWOOD, Essex CM14 4DR

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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 happily say goodbye to their parents and carers as they arrive at the pre- school. As a result of the COVID-19 pandemic, staff have put additional processes in place. For instance, children have their temperatures checked as they arrive. They wait patiently and politely for their turn. Children independently put their coats and bags away. They find their name cards and quickly settle into an activity of their choosing. Children pour their own milk and water at snack time. They talk about the activities they have completed so far that day.

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The provision is good

Children enjoy participating in the adult-led activities on offer. For example, children use stampers to make patterns in dough. Staff talk to children about the patterns they make, such as the star shape. They then sing familiar songs with children about stars. Children enthusiastically sing along and confidently join in with the actions.

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The provision is good

Children develop their large muscles as they play, both indoors and outdoors. They kick soft balls to one another indoors. They wait eagerly for adults and their friends to kick the ball back. Children balance on beams outdoors. They move carefully, with the reassurance that staff are close by if they need help.

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need to do better?

n Staff encourage children to solve problems independently. For instance, staff ask children how they can adapt the models they make, so that they stand up. Children use scissors carefully and concentrate as they cut cardboard tubes to create a stable base. They extend this further by attaching the tube to a cardboard box, so that it is even more stable. They add objects to their models, talking to staff about what they are doing. n Staff know the children well. They rapidly identify any emerging gaps in children's learning. They meet regularly to track children's progress and development. Staff share ideas and resources with parents to support children's learning at home. This helps children to make the progress they need to move on to the next stage in their learning. n Children enjoy joining in with the stories that staff read them. Staff use props, such as cardboard telescopes, to help children to focus. Children are fully

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need to do better?

engaged. For instance, they move their telescopes up and down at the appropriate point in the story. Staff use relevant language. This helps children to broaden their vocabulary. Staff pause as they read to check children's understanding. Children confidently join in with familiar words and phrases. n Older children practise writing their names. Staff remind them how to form the letters correctly, praising them for their achievements. n Children with special educational needs and/or disabilities are well supported.

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need to do better?

21 January 2022 Staff rapidly put systems in place to ensure that all children can access the whole curriculum. For instance, they use additional funding that the setting receives to purchase safety equipment. This helps children to access the outside learning area safely. n Parents speak highly of the staff team. Staff form meaningful relationships with families. Staff engage with outside agencies to support parents and children, where required. The manager has professional relationships with staff at local schools. She shares relevant information with them to support children with their transition to school. n The manager completes formal annual appraisals with staff. However, the systems in place for more regular supervision and monitoring of staff practice are not fully embedded. As a result, staff do not receive highly focused professional support to develop the quality of their teaching even further.

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need to do better?

n Staff plan activities based on children's individual targets and interests. Children visit the garden area daily. They enjoy group singing times. However, children, sometimes, have to wait long periods of time between activities, such as between finishing snack and getting ready to go to the garden. Staff have not fully considered the structure of sessions to maximise teaching time. As a result, some children are unaware of what will happen next and miss out on potential learning time.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have a strong understanding of the process to follow if they have concerns around children's welfare. They are aware of the signs of abuse and neglect. The manager ensures that staff are suitable for their roles and a robust recruitment process is in place. The staff team have completed relevant training regarding wider safeguarding issues, such as female genital mutilation. They are able to identify possible signs that a child may be at risk of exposure to extreme views or behaviour.

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should:

n fully embed the systems in place to monitor and supervise staff and support them to develop their teaching and professional knowledge even further n develop further regular routines to help children to know what is happening next and to maximise possible learning opportunities during the session.

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Setting details

Unique reference number 508880 Local authority Essex Inspection number 10062927 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 34 Number of children on roll 24 Name of registered person Kingfishers Pre-school Committee

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reference number

Telephone number 01277 224326 Date of previous inspection 5 October 2015

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Information about this early years setting

Kingfishers Pre-School registered in 1986. The pre-school employs five members of childcare staff, all of whom hold appropriate early years qualifications at level 2 and above. The pre-school is open four days a week during term time only. Children attend a range of sessions on Monday, Tuesday, Thursday and Friday. The pre- school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken that into account in their evaluation of the setting. n The inspector spoke to parents of children who attend the setting. She took their views into consideration. n The manager and inspector jointly observed staff practice. They discussed the impact of staff's teaching on children's learning. n The inspector spoke to staff and children at appropriate times throughout the inspection. n The inspector viewed relevant documentation, including staff suitability documents.

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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

21 January 2022 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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