Magpie Pre-School

Inspection of Magpie Pre-School C/o Boughton Methodist Primary School, School Lane, Faversham ME13 9AW

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Overall effectiveness Inadequate

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

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The provision is inadequate

Children settle well on arrival at the pre-school and receive the support they need to separate from their parents. However, the risk assessment process is not robust to ensure children's safety and well-being. Children happily engage in their play at the pre-school. There is a plan for the curriculum. However, this is not effective due to weaknesses in assessments of children's development. Children do not always engage in activities. This is because staff do not always interact purposefully with them as they spend large periods visually supervising children.

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The provision is inadequate

Children enjoy playing and exploring in the garden. For example, they show delight as they dig in the sand and make sandcastles. They request feathers to add to the tops and make flags from the resources available. Children learn about life cycles. For instance, they observe the living caterpillars and understand that they will turn into butterflies. Children then enjoy the reading the story 'The Very Hungry Caterpillar'. All children are included in this as they share out of the items in the story. However, some parts of the day are chaotic, and staff do not meet the needs of all children. Also, staff do not support children's understanding of listening to others, which inhibits them in learning skills for the future.

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need to do better?

n Staff carry out risk assessments but these are not effective in ensuring and maintaining children's safety. Following a recent incident, the provider has made some adaptations to the security of the garden. However, this has not been fully effective, and hazards still remain. Children also leave the snack table unnoticed and wander with food in their mouths, which poses a risk of choking. Children stand on chairs for some time before staff notice. These aspects do not meet children's welfare and safety needs. n The deputy manager has clear learning intentions for the curriculum. However, there are clear weaknesses in the assessment system and how staff review children's development. This has a negative impact on the planning for the curriculum and it is not effective for all children, which means that they are at risk of falling and harming themselves. Therefore, learning gaps are not included as part of the planning for the curriculum and staff are unaware of these while

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need to do better?

interacting with children. n Children with identified special educational needs and/or disabilities and those who speak English as an additional language receive support. Staff use funding successfully to meet children's learning needs. However, staff do not identify possible gaps in children's development effectively, and gaps in learning remain unnoticed. Consequently, not all children make adequate progress in their learning. n Staff spend lengthy periods visually supervising children rather than interacting

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need to do better?

10 May 2022 with them. Some children run around the pre-school and others wander aimlessly unnoticed by their key person. Subsequently, staff do not engage children in purposeful learning opportunities. n There are key times of the day, such as circle times and transitions around lunchtimes, which staff do not plan well enough. Subsequently, children struggle to hear the staff and the noise level continually rises. This hinders children's social development and listening skills. n Children have opportunities to develop their small- and large-muscle skills. For example, they show control as they climb, run and jump and as they use chalks to copy numbers on the chalkboard. They also persist at their chosen play for long periods. For example, they try again and again to get the ball in the basketball net. n Children are encouraged to adopt healthy lifestyles. For example, they talk about healthy foods during activities and also at lunchtime. Staff make sure that

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need to do better?

children eat the healthy options before any treats. They work with parents to ensure that the contents of the lunch box are healthy. n Partnerships with parents are good. Parents comment on the effective communication from staff and how they are kind, thoughtful and professional. There has been clear communication sharing during the COVID-19 pandemic. For example, the pre-school provided story sessions and ideas for activities at home. n The manager is supportive of her staff team and provides regular opportunities to enhance their well-being and develop their professionalism. Staff report that they work together well as a team. They share ideas and support each other.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Weaknesses in the risk assessment compromise children's safety. However, staff have a secure knowledge of child protection and the processes for making referrals if they have a concern about a child or adult. They have a good awareness of the wider aspects of safeguarding, including different cultural practices. The manager follows safer recruitment procedures to ensure that staff are and continue to be suitable to work with children.

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Due date

ensure that risk assessments are robust in identifying and minimising hazards in the environment and throughout the day 17/05/2022

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Due date

10 May 2022 ensure that the assessment process is effective in highlighting gaps in children's development 31/05/2022

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Due date

improve the planning of the intent for the curriculum to securely reflect what children need to learn next 31/05/2022

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Due date

ensure that staff's interactions with children are purposeful to engage children in their chosen play and learning. 31/05/2022

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should:

n ensure that times of the day, such as circle time, are planned more effectively to meet the needs of children, including their social and listening skills.

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Setting details

Unique reference number EY494665 Local authority Kent Inspection number 10239618 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 24 Number of children on roll 36 Name of registered person Magpie Preschool CIO

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reference number

Telephone number 01227751404 Date of previous inspection 25 April 2018

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Information about this early years setting

Magpie Pre-School registered in 2016 and is located in Faversham, Kent. The pre- school is open from Monday to Friday during term time only. Sessions are from 8.45am to 3pm. The nursery employs six members of staff, all of whom hold relevant childcare qualifications. 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 pre-school 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 pre-school. n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The deputy manager and the inspector had a learning walk together and discussed the curriculum. n The inspector carried out a joint observation with the manager, spoke with staff and interacted with children. n Parents shared their views about the pre-school with the inspector. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

10 May 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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