Bo-Peeps Pre-School

Inspection of Bo-Peeps Pre-School Halling Community Centre, High Street, Halling, ROCHESTER, Kent ME2 1BS

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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 Requires improvement

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The provision is good

Children are eager to begin their day at this warm and welcoming pre-school. They settle straight down to play, engaging with their friends. Staff know the children very well and plan activities around their interests and next steps in learning. For instance, children thrive when using the open-ended resources and are inquisitive learners. They show determination when constructing, and carefully consider where they place pieces in order to get their models to balance.

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The provision is good

The curriculum is ambitious and is understood by all the staff. The current focus is on developing children's independence, teaching them about healthy lifestyles, learning to self-regulate their emotions, and communication. The managers and staff have recognised that communication has been an emphasis due to the ongoing impact of the COVID-19 pandemic. The curriculum and learning opportunities for children are regularly reviewed and discussed by the staff team. This ensures they are pinpointing exactly what the children need to learn next.

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The provision is good

Children behave well and show they know the rules and expectations. Staff act as positive role models to children. When there are minor issues, staff are on hand to support. In addition, staff offer lots of praise. This helps to boost children's self- esteem and confidence in making the right choices.

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need to do better?

n The passionate and dedicated managers have a clear vision of what they want children to learn while at pre-school. They have good systems in place to ensure that they regularly review staff practice and their interactions with children. Staff feel well supported. They are provided with regular one-on-one time with the managers to discuss their practice, safeguarding concerns and training opportunities. The curriculum is well embedded. Staff understand what they want children to learn before their eventual move to school. All children are making good progress from their starting points. n Staff take time to get to know children and their extended families. They use settling-in visits to start to build relationships, and get detailed information from parents and carers. Parents are invited into the setting daily, and are provided with ample opportunities to speak to their child's key person. Staff keep parents

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need to do better?

informed of what their children are learning and their next steps in development. This encourages learning to continue at home. n Children with special educational needs and/or disabilities are well supported. The special educational need coordinator (SENCo) has a wealth of knowledge. She ensures that children are referred to other professionals as soon as there are concerns, to help bridge the gaps in development. The SENCo has effective communication and secure relationships with parents. She ensures they are well

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need to do better?

8 March 2024 informed of their children's progress and the referral process. n Overall, children are effective communicators. They enjoy reading books with staff, sing songs enthusiastically, and speak confidently about what they are doing and learning. However, at times, staff do not use questioning techniques effectively to allow children to fully verbalise their thoughts and understanding. Furthermore, at times noise levels prevent children from being able to hear staff and their peers when speaking. n Children thoroughly enjoy their time playing in the garden. The staff have created a space which encourages children to use their imagination. For example, they use tyres to build a den for a dinosaur, then collect grass to feed him in his cage. Children show maturity and wait for popular resources. For instance, children love the tyre swing, which has been put in place to develop their upper body strength. They show determination to climb into the tyre and

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need to do better?

move it to the desired effect. n Children are very independent. They get their own wellingtons and puddle-suits on when playing outside. At snack, they cut their own fruit and pour their own drinks, washing up their plates when they have finished. This also extends into adult-led activities. For instance, when staff initiate a play dough making activity, they guide the children but allow them time to experiment with the materials. For example, children learn for themselves what happens when they add too much water, and remember this learning for next time. n Children are provided with meaningful opportunities to learn about their local community. They visit the shop to buy milk and stamps, and have become regular visitors at the church. At Christmas, children were invited to decorate a Christmas tree. They visited the church to look at the creations they had contributed to, and some made by other members in the community. Children

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need to do better?

also learn other valuable skills while being outside of the pre-school, such as road safety.

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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 strengthen staff's skills in encouraging conversations to further support children's communication and language skills, including identifying when noise levels affect children's ability to hear new words.

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Setting details

Unique reference number 103787 Local authority Medway Inspection number 10291837 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 24 Number of children on roll 42

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Name of registered person

Jane Margaret Adams and Jacqueline Ruth Tickner Partnership

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reference number

Telephone number 01634 243696 Date of previous inspection 19 April 2023

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Information about this early years setting

Bo-Peeps Pre-School registered in 1998. It operates Monday to Friday, from 9.15am to 2.15pm, during term time only. The provider receives funding for the provision of free early years education for children aged two, three and four years. Both managers hold a level 3 qualification. They employ four members of staff, all of whom hold a relevant early years qualification at level 3.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The 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 The inspector carried out a joint observation of a communication and language activity with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The manager 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

8 March 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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