Catkins Preschool

Inspection of Catkins Preschool Tunbury Hall, Catkin Close, Chatham, Kent ME5 9HP

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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

Staff provide children with a consistent routine and, as such, children love attending their sessions at the pre-school. Staff regularly review routines and practice to enhance children's experiences at the pre-school. For instance, following the COVID-19 pandemic, children enter and exit the pre-school using two different exits. This helps create a more relaxing experience for the children.

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The provision is good

Staff plan opportunities for children to access stimulating and engaging experiences all through the day. For instance, children enjoy exploring ice 'treasure hunting' activities. Staff encourage children to use language and learn new words such as 'petals' and 'stem'. Children engage so deeply with this activity that they want to explore it later in the day after the ice has melted. Children extend this activity by adding other items, such as mud and cars, to the tray. All children spend extended periods of time fully immersed in their play. Staff skilfully recognise when to intervene to offer individual children encouragement to join in. This is successful in managing children's feelings and behaviours, including those with special educational needs and/or disabilities (SEND).

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The provision is good

Leaders provide a strong focus on building children's confidence. Children have opportunities that prepare them for the transition to primary schools. For instance, older children have targeted sessions called 'Rising Fives'. Children bring favourite toys from home and take turns to stand in front of their peers to talk about these. These opportunities enhance children's confidence and self-esteem.

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need to do better?

n Leaders support staff to provide routines that encourage quality experiences for children. For instance, during circle time they consider the age groups and needs of children. Staff divide the children into two groups. This successfully enhances engagement from children with high levels of SEND. It also helps to ensure that staff meet the unique needs of all children. n Leaders and staff engage well with other settings. They also liaise with other professionals that work with children. For instance, staff regularly share information with childminders who provide care for children who attend their pre-school. They also liaise with local schools to prepare for children's transitions. These strong partnerships help in meeting the needs of children, both within and beyond the pre-school. It also provides continuity in children's learning and development. n Leaders have the required skills to further enhance their team's development.

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need to do better?

For instance, they regularly observe staff and provide feedback based on their observations. This supports staff's continuous professional development. It also equips them with the skills they require to fully meet the needs of children.

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need to do better?

20 April 2023 n Leaders use any additional funding to enhance their provision to support children's learning. For instance, they have bought resources to develop and meet children's sensory needs. Children, including those with SEND, begin to use new words, such as 'ice'. They confidently sing their favourite nursery rhymes. This enhances children's speech and language as well as the use of their imagination. n Children confidently approach staff to share what they have learned with them. For instance, they bring toy cars to staff and successfully identify the colours, sizes and how many they have. They use descriptive words such as 'big', 'small' and 'red'. Children demonstrate what they know about the world around them. n Children have secure bonds with their key persons. For instance, children who are settling into the pre-school sometimes cry, but they are confident to go to their key person for comfort. This helps children to regulate their own feelings

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need to do better?

easily. It also enhances their relationships within the pre-school, which helps them relax and enjoy their time and learning to the maximum. n Staff encourage children to live a healthy lifestyle. They provide children with opportunities to engage in physically active play, both within and outside the pre-school. For instance, staff take the children on regular walks and outings within their community. They also encourage children to eat healthy meals at snack time by providing them with a wide variety of snacks and fruits. This facilitates good development in children and also creates an early awareness of making healthy food choices. n While teaching overall is strong, there is sometimes less focus on promoting children's mathematical understanding. Staff use some opportunities, such as when children are scooping cereals into their bowls, to instigate counting. However, support for children in this area is inconsistent and children do not

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need to do better?

receive very much encouragement to count beyond two. n Staff have longstanding and trusting relationships with parents. For instance, parents feed back about how well staff support their children's transition into the pre-school. This further enhances children's ability to settle and thrive within the pre-school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have the knowledge required to address any safeguarding concerns that arise within the setting. They ensure that all staff access mandatory training at regular intervals. Staff confidently share their understanding of various safeguarding scenarios, such as what they would observe in a child experiencing sexual abuse or at risk of radicalisation or female genital mutilation. They also know the procedure to follow in the event of an allegation being made against children's family members or any staff, including the manager.

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should:

n strengthen the support for children to develop their mathematical understanding, particularly their counting skills.

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Setting details

Unique reference number 2711650 Local authority Kent Inspection number 10289741 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 53 Number of children on roll 53 Name of registered person Phillips, Anne

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reference number

Telephone number 07946631787 Date of previous inspection Not applicable

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Information about this early years setting

Catkins Preschool registered in 2013. It is located in Chatham, Kent. The pre-school is open term time only, Monday, Wednesday and Thursday from 8.45am to 3.30pm, and Tuesday and Friday from 8.30am to 3pm. The provider receives funding to provide free early education for children aged two, three and four years. The pre-school employs 10 members of staff, all of whom hold a relevant early years qualification at level 3 or above. The manager has qualified teacher status.

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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 inspector spoke with staff, children and parents at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual and the manager about the leadership and management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The owner and inspector completed a learning walk together of all areas of the

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Inspection activities

pre-school and discussed the early years curriculum.

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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

20 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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