Delarue Crickets Pre-school

Inspection of Delarue Crickets Pre- school Poplar Meadow, Welland Road, Tonbridge, Kent TN10 3TD

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Overall effectiveness Outstanding

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

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The provision is outstanding

Children are greeted with warmth and given the time they need to settle in. Staff take time to speak to parents about their children's needs and take a genuine interest in them. Children access a highly effective curriculum that is focused entirely on their individual needs. Teaching is precisely tailored to children's individual level of development. Those with special educational needs and/or disabilities (SEND) flourish. Children are at the heart of the planning and are making exceptional progress in relation to their starting points.

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The provision is outstanding

Children behave extremely well. They are given the time they need to understand how they feel. Staff respond to children consistently in a way that nurtures and respects their emotions. Children are incredibly positive towards staff and the requests they make, as well as the things their peers say or do. For example, children show delight when they see each other. They carefully embrace, showing regard for each other and giving comfort. Managers organise specific activities to give children new experiences. For example, children look after baby ducklings to support their emotional development.

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The provision is outstanding

Children have access to an exceptional variety of experiences that help prepare them for future success. Staff knowledgably use the curriculum to enhance the choices they offer to children. For example, they learn about children's previous experiences to ensure they provide them with a rich range of new opportunities. For instance, staff plan exciting trips to the local woodland to encourage children's physical development and to build their knowledge and understanding of the world around them.

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need to do better?

n Managers are highly reflective. They constantly review the progress children make and discuss this regularly with the staff team. Managers provide training for staff that they think will have the biggest impact on children's development. For example, they have identified that children need support with their communication and are providing staff with enhanced training to support this. n Staff receive regular supervision as well as daily check-ins. Staff use this time to speak to managers about children's development. The staff team review the curriculum together and plan how to enhance this further. Consequently, all staff know the children exceptionally well, which promotes consistency and positive well-being for children. Staff are highly motivated and create an environment that feels secure, exciting and enabling. They are committed to providing children with the support they need to succeed in the next stage of their

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need to do better?

learning. n The curriculum is centred entirely around the individual needs of children and is

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need to do better?

4 May 2023 woven throughout all the interactions children have with staff. For example, staff provide a range of rich experiences to support children's physical development. Children skilfully build their confidence when climbing on the climbing frame, gradually increasing the steps they take up. They manipulate play dough and happily sing songs while doing so. This helps promote children's fine motor skills as well as their language. Staff use basic sign language to support their interactions with children to ensure all children are included. n Children's confidence and independence is supported incredibly well. For example, children carefully use knives to cut up vegetables of varying textures as they pretend to make soup. Children twist the lids off different-sized jars to add the cut-up vegetables. This helps promote children's physical development and understanding of healthy eating. Staff risk assess activities effectively to

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need to do better?

ensure they are safe for all children to access. Children show confidence and determination as they immerse themselves in activities. n All children thrive, including those with special educational needs and/or disabilities. Managers and staff work closely with other professionals and take account of the advice and guidance they offer. Managers ensure funding is used precisely for the individual needs of children and to support their progress. The support for children with SEND is worthy of sharing. n Parents speak extremely highly of the pre-school. They feel well informed about how their children are progressing. Parents feel the pre-school is a 'home-from- home' environment and part of the community. Parents know what their children are learning and are supported to help their children's learning at home. For example, they borrow resources to take home that cover all areas of development. They feel able to share concerns they may have and feel

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need to do better?

extremely supported. n Children's language development is of high priority. Managers have identified a gap in children's communication development since the COVID-19 pandemic. However, they provide a vast number of opportunities for children to build strong foundations for their speech and language. Children, including the youngest children, independently access a range of books and demonstrate their excitement as they look through them. Staff promote healthy eating. They sit with children at mealtimes and check that they have healthy lunch boxes. Staff promote conversation at mealtimes that do not overwhelm children. They ask questions and listen to children and balance this very well. As a result, children seem extremely happy and engaged.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The designated lead for safeguarding understands how to report concerns they may have about a child's welfare. Staff have excellent knowledge of how to identify signs that a child may be at risk of harm. They are confident about how to record and report concerns and understand their roles and responsibilities to do so. Staff are aware of the whistle-blowing policy and how to escalate concerns they may have about an adult working with children. Managers discuss safeguarding

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Safeguarding

4 May 2023 scenarios with staff regularly. They ensure that activities are safe for all children to take part in and closely supervise children as they play. All staff are first-aid trained and have additional training to ensure they can safely meet the needs of all children.

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Setting details

Unique reference number EY538754 Local authority Kent Inspection number 10276532 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 26 Number of children on roll 39 Name of registered person Delarue Crickets Limited

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reference number

Telephone number 07496 288372 Date of previous inspection 19 July 2017

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Information about this early years setting

Delarue Crickets Pre-School first registered in 2015. It re-registered as a limited company in 2016. It is registered on the Early Years Register. There are six members of staff working with the children who have appropriate early years qualifications. This includes one member of staff with qualified teacher status. The pre-school receives funding for the provision of free early education for children aged two, three and four years. The pre-school opens during term time only, Monday to Friday from 9am to 3pm.

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Inspection activities

n This was the first routine inspection the provider 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 joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Staff spoke to the inspector during the inspection. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. 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 spoke to several parents during the inspection, as well as reading written feedback, and took account of their views.

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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

4 May 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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