Grange Kindergarten

Inspection of Grange Kindergarten Broom Lane Methodist Church, Broom Lane, Broom, Rotherham, South Yorkshire S60 3NE

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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 Inadequate

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The provision is good

Friendly and enthusiastic staff greet children on arrival at this welcoming kindergarten. Children are happy to leave their parents and carers and are eager to start their learning. They develop a strong bond with their key person. This helps children to feel safe and secure. Staff have high expectations of children's behaviour. They consistently model the behaviour they expect. Children learn to say 'please' and 'thank you'. Their behaviour is good.

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The provision is good

Staff encourage children to have a positive attitude to their learning. Children demonstrate a 'can-do' attitude. They help themselves to the creative materials available and show high levels of concentration as they watch the glue drizzle onto the paper. Older children persevere as they carefully balance the bricks on top of each other to build a tall tower. Children are calm and settled. They engage purposefully in their play. Children make good progress.

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The provision is good

Staff teach children about growth and decay. Children experience a wide range of activities. They observe a pumpkin and a squash decay over time. Children watch the seedlings grow from the remains, before planting them outside. They grow a range of vegetables in the allotment area and take delight in harvesting potatoes. Children learn about animal life cycles and watch frogspawn develop into frogs. These experiences help children to learn about the world around them.

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need to do better?

n Leaders took swift action following their last inspection. Changes were quickly made to ensure the premises are safe and secure. Staff undertake daily risk assessments to ensure the environment where children play is free from hazards. Staff have a strong understanding of how to keep children safe. n Since the Covid-19 pandemic, leaders have identified a need to focus on children's language and communication skills. They put in place a language intervention scheme and share the resources with parents so that they can continue children's learning at home. This timely intervention helps to narrow the gaps in children's development. Children become confident talkers. n Children develop very good independence skills. Staff encourage children to have some responsibility. For example, children wash up after their snack and clean their paint brushes when they have finished painting. They recycle their food

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need to do better?

waste and containers after their lunch. Children take pride in doing things for themselves. n Children develop good physical skills. Staff plan opportunities for children to develop their big and small muscles. Children lift tyres and roll them down a ramp. They learn to ride tricycles and walk confidently down the steps. Staff provide activities that encourage children to use hand-to-eye coordination and to

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need to do better?

30 January 2024 strengthen the muscles in their fingers. Children squeeze and squash the play dough and thread laces. They expertly put the lids back on their pens. Children are confident movers. n Children develop a love of books, songs and rhymes. Staff read and share stories with children. Leaders provide a lending library for families to borrow books, including bilingual books, to share at home. Children access books independently. n Staff teach children the rules of the kindergarten. Children know they need to have a 'kind mouth', 'kind hands' and 'kind feet'. They repeat the rules to their friends. However, when children have a disagreement with their friends, staff say, 'they are all friends' and need to 'play together'. Staff do not always help children to understand the impact their behaviours have on others or how to resolve their differences. n Children learn about good health and hygiene routines. Children wash their

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need to do better?

hands after using the toilet and before eating. Staff talk about healthy foods at snack time. Leaders adopt a toothbrushing regime. Staff receive training and teach children to brush their teeth after lunch. n Staff effectively support children with special educational needs and/or disabilities and those in receipt of additional funding. They work with outside agencies to provide the care and learning children need. Staff use additional funding to provide specific resources to meet children's individual needs. All children make good progress. n Parents are very complementary of the staff. They report their children are very happy. Staff share information with parents about daily activities. They meet with them to share information about children's learning and development. Parents feel well informed.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n consider ways to help children to understand how their behaviours may impact others and learn how to resolve their differences.

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Setting details

Unique reference number 303231 Local authority Rotherham Inspection number 10312977 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 40 Number of children on roll 55 Name of registered person Rattenbury, Mandy Jayne

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reference number

Telephone number 07887 947722 Date of previous inspection 11 September 2023

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Information about this early years setting

Grange Kindergarten registered in 1992. The kindergarten employs 11 members of childcare staff. Of these, 10 hold appropriate early years qualifications at level 3. The kindergarten opens Monday to Friday, term time only. Sessions are from 9am to 3pm. The kindergarten provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the manager and has taken that into account in their evaluation of the kindergarten. n The inspector viewed the kindergarten 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 the curriculum and what they want the children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The manager and the inspector carried out a joint observation during a mathematics activity. n The inspector observed the interactions between staff and children. n Parents shared their views of the kindergarten with the inspector. n The manager showed the inspector documentation to demonstrate the suitability

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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

30 January 2024 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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