Little Pips Pre-School @ Camden Centre

Inspection of Little Pips Pre-School @ Camden Centre 1 Market Square, Royal Victoria Place, Tunbridge Wells, Kent TN1 2SW

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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 Not applicable

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The provision is good

Children confidently arrive at the pre-school. They are warmly greeted by staff, who they have formed good attachments with. Children immediately settle down to play alongside their friends in the inclusive, diverse and welcoming nursery.

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The provision is good

Children learn how to accept and understand the needs of others in meaningful and playful ways. Staff recognise that, due to the COVID-19 pandemic, children have had fewer opportunities to socialise. Children learn to express their thoughts and feelings. If they are overwhelmed or unsure, they know that they can turn to staff for help. Children are safe and secure as they make strong friendships with one another.

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The provision is good

Children learn skills they need to support their future learning. All children, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language, are interested and motivated to learn. They demonstrate good concentration skills, such as when they solve jigsaw puzzles or build with construction toys. Children are confident to speak with visitors in the pre-school. They demonstrate politeness when they say 'please' and 'thank you' to one another. This supports children's growing self-confidence. Children develop good self-awareness when they learn about families and communities beyond their own experience.

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need to do better?

n Leaders are ambitious and dedicated to all children and their families. They ensure that every child has the resources they need to make the best progress they can. They evaluate the environment effectively so that improvements can be identified and put in place. Staff receive support and training to develop their skills and knowledge. n The curriculum is planned to help children make progress. Interventions are implemented quickly, such as for children with SEND. However, staff do not consistently sequence children's learning in a meaningful way. Learning is not successfully differentiated to take account of what individual children already know and can do and what they need to learn next. n Children enjoy playing with a wide range of toys and activities. However, during adult-led activities, staff do not consistently recognise when they can further extend children's learning. For instance, children are not given a chance to think

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need to do better?

of ideas for themselves or engage in problem-solving. n Children develop their communication and language skills well. Staff use a variety of strategies to support all children acquire the skills they need. For instance, they carry visual cue cards to support children's understanding of words. Children who speak English as an additional language make rapid

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need to do better?

24 May 2022 progress in speaking. Staff work with their parents to carry out an overall assessment of their skills in each language they speak. n Children learn to keep themselves healthy. Staff bring key messages to life with puppets and props. Children delight in hearing about their teeth from a puppet called 'Daphne the dentist'. They recall words such as 'cavities' and 'X-ray' and remember that they have 20 teeth. Children are encouraged to eat healthy foods and to maintain good hygiene routines, such as handwashing. n Children enjoy activities to support their physical development. They enjoy the fresh air when they chase bubbles outside. Children pedal trikes and demonstrate very good control on balance bikes. Staff introduce new ways to develop strength and hand-to-eye coordination. For example, children pick up beans and rice with their fingers to make beanbags, which they later balance on their heads. Children enjoy practising yoga moves at the start of the day.

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need to do better?

n Children delight in reading books and listening to staff read. Children gather in the cosy book corner and snuggle up in blankets as they become absorbed in stories. Staff ask children questions to develop their understanding and imaginations. Children relate what they hear to their own lives and experiences. n Children learn about the world they live in. They share festivals and stories from their diverse cultures. Children develop positive self-esteem and an understanding of themselves in their communities. For instance, children draw self-portraits and share photos of themselves with their friends. n Parents feel supported and welcome. They share information with staff every day. They know what their children are learning and how they can support their children at home. They appreciate the advice staff offer, such as around potty training. Parents notice how their children make progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and staff keep children safe. There are robust recruitment procedures in place to ensure the suitability of all staff working with the children. Staff recognise the signs and symptoms of abuse and neglect. They know how to refer any concerns they might have about children's welfare or safety. This includes whistle- blowing procedures about any members of staff. Staff attend regular training to update their knowledge of safeguarding. There is a written safeguarding policy in place, which is in line with local guidance. When required, staff know how to share information with parents and other professionals in a timely manner. Staff know about some other safeguarding issues, such as how to prevent children from being exposed to extreme views.

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should:

24 May 2022 n deepen staff understanding of what children already know and can do to plan a curriculum which is more precisely sequenced to support children's next steps in learning n support staff to enhance the organisation of activities to provide all children with rich learning experiences.

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Setting details

Unique reference number 2557644 Local authority Kent Inspection number 10233469 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 32 Number of children on roll 47

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Name of registered person

Little Pips Pre-School at The Camden Centre Committee

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reference number

Telephone number 01892 616160 Date of previous inspection Not applicable

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Information about this early years setting

Little Pips Pre-School @ Camden Centre registered in 2019 and is based in Tunbridge Wells, Kent. There are 10 members of staff. Of these, six hold appropriate childcare qualifications from level 2 to level 6. The manager is qualified to level 3. The pre-school is open from Monday to Friday all year round. Sessions are from 8am to 5.30pm. 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 The deputy manager, the manager and the inspector had a learning walk together of all areas of the pre-school and discussed the early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Staff and children spoke with the inspector during the inspection. n The inspector carried out a joint observation of a group activity with the manager. n Parents shared their views of 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

24 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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