Magpie Pre-School

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

p.1

Overall effectiveness Good

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

p.1

The provision is good

Children thrive at this fun and welcoming pre-school. The leaders have worked hard to improve since the last inspection, and the results show clear progress. Children benefit from a range of different resources that appeal to their sense of awe and curiosity. For example, they tinker in a basket filled with old cameras, mobile telephones, and remote controls. Children ask questions and compare their experiences with the items. This offers good opportunities to communicate, sharing similarities and differences between themselves and others. Children behave very well and where there are minor situations, staff deal with these appropriately. Children learn that their choices may affect others, their safety or well-being.

p.2

The provision is good

Independence is a clear focus in the pre-school and children enjoy making decisions about their own self-care and needs. For instance, children delight in recalling what they need to be able to go outside in poor weather. They count as they put each boot on and persevere as they zip up their own coat. Children are reminded to wash their hands after using the toilet and before mealtimes. They learn the importance of good hygiene practices from a very young age.

p.2

need to do better?

n Staff interactions with children have improved. There are many opportunities for children to practise key skills in speech and language development, as they model language clearly. Children learn new vocabulary, such as 'materials' and 'statue', as they create models using plasticine. At times however, staff do not give children long enough to fully respond to questions, before moving the conversation on. This is not fully effective in helping children extend their language and engage in back-and-forth conversations. n Children enjoy a range of activities that enable them to practise physical- development skills. For instance, they pick tiny pumpkin seeds with their 'pinching' fingers and use tweezers to pick up plastic spiders from within tangled string and coloured rice. This helps them to develop muscles in their hands as well as the coordination needed for later writing opportunities. n The curriculum is well planned to sequence learning, and to practise and embed

p.2

need to do better?

skills. Children mainly choose their own play experiences, based on their interests. However, there is a lack of opportunity for a wider range of activities, that encourage varied social interactions, such as group learning. This means that older children, do not fully benefit from opportunities to extend important skills such as speaking, listening, and taking turns. n Assessment and planning procedures help to create a secure foundation for learning. Staff ensure that children with special educational needs and/or disabilities (SEND) are referred to outside agencies for additional support in a timely manner. Staff have a good knowledge of how to precisely sequence the

p.2

need to do better?

1 November 2022 learning and tailor the support that individual children need. Children with SEND make secure progress, especially within their communication and language and personal, social and emotional development. n The manager has ambitious plans to extend opportunities for outings. This will help to promote children's understanding of the wider world and their confidence beyond the setting. The manager has started to implement learning about the wider world, by organising visitors to the setting. For example, a professional delivered learning to encourage children to make positive choices for good oral health. As a result, children begin to recognise familiar experiences and are able to discuss what makes them unique. n Relationships with parents are given high priority. Staff use a range of effective strategies to engage parents in their children's development and learning. For example, they invite parents to join children in their play within the setting and

p.2

need to do better?

share 'wow' moments and progress. Parents have strong praise for the care and education their children receive. n The manager implements relevant training plans for all staff. This helps to strengthen their practice and has a positive impact on outcomes for children. Staff report very good levels of well-being. They say that they are supported very well. Staff are passionate about their work with children and strive towards excellence.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Managers fully understand their role and responsibilities. All staff are fully aware of what to do if they have concerns about the welfare of a child. All staff, including the newest, have excellent knowledge and understanding of issues that may affect the safety and well-being of children. The manager has robust recruitment and induction procedures. Staff receive high-quality training. They are confident and know how to recognise and respond to signs of abuse. Staff carry out daily risk assessments that ensure children remain safe.

p.3

should:

n enhance staff's modelling of language and questioning techniques, to further extend children's thinking and communication skills n refine the implementation of adult-directed activities to give older children opportunities to practise speaking, listening and turn taking within a group.

p.3

Setting details

Unique reference number EY494665 Local authority Kent Inspection number 10244085 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.4

inspection

Total number of places 24 Number of children on roll 18 Name of registered person Magpie Preschool CIO

p.4

reference number

Telephone number 01227751404 Date of previous inspection 10 May 2022

p.4

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, five of whom hold relevant childcare qualifications. The pre-school provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the provider and has taken that into account in their evaluation of the setting. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children spoke to/communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector carried out joint observations of group activities with the manager. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

p.5

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.5

Inspection activities

1 November 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.5

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.6

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.6

Inspection activities

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

p.6

Inspection activities

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

p.6