Kiddiewinks Pre-School

Inspection of Kiddiewinks Pre-School Salisbury Road Baptist Church, Rosebery Avenue, PLYMOUTH PL4 8SX

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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 settle quickly in this friendly pre-school. They show curiosity in the activities available and quickly engage with toys that interest them. Staff provide a curriculum around topics children enjoy, such as minibeasts. Children search for bugs in the garden and talk about what they have found. Staff use their interest to encourage communication throughout the day, including during snack time. While children eat, staff provide picture card prompts. This promotes discussions to help children recall prior knowledge about their 'bug hunt' and the creatures they found. Children have a positive attitude to learning.

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The provision is good

Children enjoy the company of others. Staff encourage children to play cooperatively and to share resources, such as when they use the scooters. They encourage children to take on small tasks. For instance, children can be a 'special helper', where they tidy away the snack dishes, to promote their independence and a sense of responsibility.

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The provision is good

Staff use additional funding effectively. They ensure that a full team of staff is present to support children throughout the session. For example, staff carry out small-group times with older children to help develop their confidence and listening skills.

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need to do better?

n Children enjoy mathematical activities, where they join in with counting songs and begin to recognise numbers. For instance, children confidently count out the number of splashes of water as staff pour them from the jug. n Staff provide children who require additional support with specific activities to help their communication. Children play rhyming games and learn to match two words that sound the same, such as 'pig' and 'big'. However, staff do not have strong communication strategies in place to support younger children and those new to the setting. These children become frustrated, as staff do not always understand their wants and needs. n The pre-school embraces other cultures and traditions. Staff find out about children's home backgrounds and what makes them unique. For example, children learn about Dashain, a Hindu festival celebrated in Nepal. Children learn about the kite-flying tradition and have a go at making kites for themselves.

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need to do better?

n Staff plan exciting activities that capture children's attention. Children use a variety of herbs, such as parsley and basil, alongside equipment to make 'magic potions'. They enjoy smelling and tasting the herbs, discussing which foods have these ingredients, including pizza and bolognaise. Children learn new words, such as 'baster' and 'scientist', and use equipment such as lemon squeezers. However, staff do not always consider children's individual needs during large-

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need to do better?

28 April 2023 group activities to help build on what they already know and can do. n Partnerships with parents is effective. Parents comment that they enjoy spending the first 30 minutes of the session to play with their children and talk to staff about their development. They discuss how staff are supportive towards them as a family and share ideas of how to support their child's learning at home. n The pre-school has formed positive links with professionals in the area, such as local schools and other educational settings that children attend. Staff ensure that children become familiar with the new adults, by inviting school staff and childminders into the pre-school to share their knowledge of individual children, for example. This helps to provide a consistent approach to children's learning and development. n Staff evaluate their practice well and identify areas to develop that will benefit children. They attend frequent training, such as on oral hygiene and how to help

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need to do better?

children process grief. This helps to support children's health and emotional well- being. n Children enjoy imaginative play. They like to dress up in a variety of costumes and pretend to be fictional characters. Staff use old cardboard boxes and turn them into imaginary play spaces, such as a 'police tardis'. Children enjoy hiding inside, giving them a quiet space to reflect.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff support children to understand and manage risks. They encourage children to use the bicycles and scooters carefully so they do not hurt themselves or others. Staff talk to children about using sand safely to ensure that it does not go into others' eyes. The manager and staff understand their role in ensuring children's welfare. They keep their child protection training up to date to ensure that they remain alert to any potential harm to children. The manager and the staff know who to report their concerns to if they feel a child is at risk.

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should:

n help younger children and those new to the setting to express and communicate their needs more effectively n implement large-group activities more effectively to ensure that all children can build on what they already know and can do.

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Setting details

Unique reference number 117191 Local authority Plymouth Inspection number 10279872 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 26 Number of children on roll 30 Name of registered person Kiddiewinks Pre-School Committee

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reference number

Telephone number 07779336475 Date of previous inspection 27 September 2017

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Information about this early years setting

Kiddiewinks Pre-School registered in 1968 and operates from two rooms in Salisbury Road Baptist Church, Plymouth. The pre-school is open term time only, from Monday to Friday, 9.15am until 1pm. It provides funded free early education for two-, three- and four-year-old children. There are five members of staff, all of whom hold appropriate early years qualifications between level 2 and qualified teacher status. The pre-school has one apprentice studying for a childcare qualification.

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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 provider. n The manager and the inspector completed a learning walk together and discussed the early years curriculum. n Children spoke to the inspector about what they enjoy doing at the pre-school. n Parents shared their views of the pre-school with the inspector. n The inspector carried out a joint observation of a group activity with the manager. 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

28 April 2023 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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