Scallywags Pre-School

Inspection of Scallywags Pre-School Northfleet Sports And Youth Centre, Hall Road, Gravesend DA11 8AJ

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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

Friendly and enthusiastic staff greet children on arrival at this welcoming pre- school, where they enter and immediately settle to interesting and engaging activities. Children develop a strong bond with their key person and are happy to leave their parents to enjoy the enticing environment. Staff plan activities that suit children's age and stage of development. For instance, they teach children to use their listening skills to identify various animals from their sounds. Children are encouraged to listen and wait before they respond. This helps children to learn about the back and forth of conversation, and it develops their ability to pay attention for longer periods of time.

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The provision is good

The behaviour of children in the pre-school is good. Staff have high expectations for children's consideration of others. Children play games that will enhance their sharing and turn-taking skills. They learn to have a positive attitude towards their friends and show kindness towards each other, such as when negotiating the space around them. Staff recognise when children do not want to take part in group activities and offer one-to-one support in a quieter area. This helps children to feel safe and secure at pre-school and promotes their emotional well-being.

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need to do better?

n Children benefit from the broad curriculum that is in place. Staff are clear about what they would like children to learn during their time at the pre-school. They consider the important skills needed to be ready for school. Leaders use early years pupil premium funding well to support and extend children's learning. They work closely with the children's key person to consider how the funding could be used to help narrow any gaps in children's development. As a result, this contributes to children making good progress in areas that they may otherwise find difficult. n Staff create a language-rich environment. They prioritise children's communication in every interaction. Staff frequently consider how to extend and use new vocabulary with children within their play and learning. For example, they encourage the use of words such as 'huge' and 'gigantic' to describe their construction models. Staff use signs, prompts and picture cards to support the

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need to do better?

introduction of language and to scaffold understanding for those who cannot yet verbally communicate, as well as for those children who speak English as an additional language. n Children have good opportunities to develop well physically. For example, they enjoy the large-scale equipment set up in the hall. Children of all ages learn to negotiate the steps of the climbing frame. They seek praise as they slide down the slide. Children take part in yoga and sports skills sessions. Outside, children continue to take part in active play as they zoom and race each other on bikes

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need to do better?

27 February 2024 and scooters. n Staff plan time in the morning so that children have opportunities to direct their own play. For example, they choose to explore the ice and various small-world sea animals. However, on occasion, the activities available do not give the oldest children enough opportunity to develop their own ideas and enquiry skills, or to challenge their thinking and learning even further. n The partnership between the staff and parents is strong. Parents comment that staff know their children well. They receive regular updates about what their children are learning and how they can continue this at home, such as sharing books, games and other resources to help improve various skills in literacy and mathematics. Staff quickly recognise when children might need extra support. They talk with parents and other professionals and arrange help for children. All children, including those with special educational needs and/or disabilities, make

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need to do better?

good progress. n Leaders are dedicated to providing the best possible care and are very reflective in their practice. This helps to identify and make improvements within the environment. Staff feel supported in their work and well-being. They receive ongoing support, including training and professional development. Although leaders are implementing good systems and procedures, these are not always embedded firmly enough to help staff have confidence when demonstrating their knowledge about certain aspects of the provision.

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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 provide further opportunities for older children to instigate and follow their own lines of enquiry and challenge during their self-chosen play n strengthen training to build on staff's knowledge and understanding to raise confidence and further embed good practice.

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Setting details

Unique reference number EY499530 Local authority Kent Inspection number 10312006 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Sessional day care

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inspection

Total number of places 30 Number of children on roll 38 Name of registered person Glynis Christopher Ltd

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reference number

Telephone number 01474537194 Date of previous inspection 17 April 2018

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Information about this early years setting

Scallywags Pre-School registered in 2016. It operates from a youth centre in Northfleet, Kent. The pre-school is open during term time, on Monday to Friday, from 9am to midday. The pre-school employs eight members of staff, of whom all hold early years qualifications at level 2 or above. The pre-school is in receipt of funding for the provision of free early education for two-, three- and four-year-old children.

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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 leaders and has taken that into account in their evaluation of the pre-school. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The deputy manager, manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. 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 that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The leaders provided the inspector with a sample of key documentation on request.

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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

27 February 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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