ABC Pre-School Group

Inspection of ABC Pre-School Group ABC Playgroup, 13-14 Mercury Close, Rochester, Kent ME1 3AT

p.1

Overall effectiveness Requires improvement

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

p.1

The provision requires improvement

All children are happy and confident when entering the pre-school. They are welcomed in by staff to a safe and secure environment. Children generally behave well. Some children understand and can talk about the impact that unwanted behaviour can have on their peers. For instance, children talk about sharing the resources on offer and understand that they need to take turns with the clipboards. However, children are not always receiving clear and consistent messages from staff about why some behaviours are not appropriate. Children do not consistently learn about the setting rules and boundaries, and the importance of following them.

p.2

The provision requires improvement

Children enjoy listening to stories and exploring books which are readily available across the whole pre-school. Staff use real-life objects relating to stories and puppets when reading, to engage and motivate children well. Children enjoy the range of creative opportunities on offer. They freely explore play dough, sand, and painting. Children are taught how to hold scissors correctly to cut resources to add to their creations. They show independence about what they make and create. However, at times, some teaching is variable. Some children experience periods of time where they are not supported by staff to engage and join in conversations. This impacts on the range of vocabulary that children are hearing to promote their language development. Some children do not make the progress in the communication and language skills, that they are capable of.

p.2

need to do better?

n Staff monitor children's development and there are clear intentions for learning. However, some staff do not tailor their teaching to help children fully achieve the intended learning. For example, at times some staff take on a supervisory role rather than talking and interacting with children to develop their ideas further. This has an impact on children's emerging communication skills. Particularly for those children who need extra support with their speaking and listening skills. n Staff establish positive relationships with parents and carers. Parents comment how happy and supported they feel. For example, parents talk about how the pre-school staff kept in contact with them during the COVID-19 pandemic and periods of closure. Staff provided home learning packs and checked on children's well-being. This helped parents to be supported and continue children's learning at home. n Leader's do not ensure that supervision, coaching and mentoring of staff is

p.2

need to do better?

effective in improving the quality of education that children receive. For example, managers do not provide consistent support for staff to help them effectively engage and extend children's learning. As a result children are not

p.2

need to do better?

24 February 2022 always provided with quality teaching and learning opportunities, to help build on what they already know and can do. n The pre-school staff have well established systems in place to support children's understanding of healthy eating. At snack times, children are provided with a wide range of fruits and vegetables to try. Children enjoy discovering what fruit they have at snack, and talk about the 'juicy strawberries'. Children are provided with a piece of fruit to take home at the end of the session. This helps children to learn about making healthy choices and supports parents in continuing children's learning at home, through good messages around healthy foods they eat. n Children look after their environment well. For instance, children notice when their sand on the floor is becoming a hazard. They use dust pans and brooms to tidy away independently. Staff model sweeping alongside children to support

p.2

need to do better?

their understanding of taking ownership of their environment, and what can happen if resources are not tidied up. This helps children to learn about keeping themselves and their friends safe. n Leaders ensure that they use additional funding well to support the needs of the children. For example, they purchased tricycles and bicycles for children to use with their parents at the weekend, to help support and further children's physical development. n Children get the opportunity to explore their local community and take advantage of the local parks. Children are all provided with high-visibility jackets and are reminded of the rules. For example, that they hold hands and listen to adults while out of the setting.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

All staff have completed relevant safeguarding training, and keep their knowledge up to date, through refresher courses. This helps to ensure that children are kept safe. Staff know how to report concerns and the procedure for following up with safeguarding matters. Staff keep the environment safe and complete risk assessments, including how to minimise risks during the COVID-19 pandemic. There are effective systems in place around children's dietary requirements, to support their individual needs. Staff are trained in paediatric first aid and know how to deal with accidents in the setting.

p.3

Due date

24 February 2022 improve staff supervision to provide targeted training, coaching and support to improve the quality of teaching and staff understanding of how to meet children's individual needs 30/04/2022

p.3

Due date

improve the quality of staff interactions with children to help them challenge and extend children's learning more effectively as they play, and to better support their communication and language development 30/04/2022

p.4

Due date

develop the behaviour management techniques used by staff, to ensure they are applied consistently, to better support children's understanding of positive behaviour 30/04/2022

p.4

Due date

review and improve the organisation of the morning routine, to ensure that children are supported in settling down to activities when they first arrive. 30/04/2022

p.4

Setting details

Unique reference number 103780 Local authority Medway Inspection number 10226673 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.5

inspection

Total number of places 23 Number of children on roll 34 Name of registered person Action for Borstal Community Project

p.5

reference number

Telephone number 01634 817454 Date of previous inspection 8 November 2016

p.5

Information about this early years setting

ABC Pre-School Group registered in 1995. It operates from two converted ground floor flats in Rochester, Kent. The pre-school is open on Monday and Friday from 9.15am to 12.15pm, and on Tuesday, Wednesday and Thursday from 9.15am to 3.15pm, term time only. The provider receives funding to provide free early education for children aged two, three and four years. The pre-school employs eight staff; four of whom hold an early years qualification at level 3, one holds a level 2 and one staff member holds a level 1. Two members of staff hold a relevant level 5 qualification.

p.5

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 The manager and the inspector completed a learning walk and discussed how the curriculum and setting are organised. n Parents, children and staff spoke to the inspector at convenient times during the inspection, and their views were taken into account. n The manager completed a joint observation with the inspector to evaluate the quality of teaching. n The inspector observed the quality of education and assessed the impact this has on children's learning. n The inspector reviewed a sample of relevant documents, including suitability checks, policies, procedures and other records regarding health and safety.

p.6

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.

p.6

Inspection activities

24 February 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.

p.6

Inspection activities

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.7

Inspection activities

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.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7