C4K

Inspection of C4K Crockenhill Village Hall, Stones Cross Road, SWANLEY, Kent BR8 8LT

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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

Children happily enter the pre-school. They are welcomed in by friendly, kind staff in a safe and secure environment. Children leave their parents and carers with ease and settle into the well-embedded, familiar routine. They engage enthusiastically with the range of creative opportunities on offer. For example, they create their own ice-cream paintings. Staff use this opportunity to extend their learning by introducing discussions about children's past experiences at the beach. Children generally behave well. They have formed friendship groups and enjoy each other's company.

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The provision is good

Leaders implement a broad balanced curriculum that reflects children's age and stage of development. They are clear about what they want children to learn. Leaders think carefully about the environment and the range of learning experiences they offer. Children are involved in how the environment is set up. For example, staff have daily discussions with them about what they would like to play with the next time they attend. This has a positive impact on the learning outcome for all children.

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need to do better?

n Staff make ongoing assessments of children's learning. They use this information to monitor that children are making good progress in all areas. There is good support for children who may need additional help. For example, staff run small language groups to help children who may need more support with their communication. The special needs coordinator works closely with parents and other professionals to help children achieve their next milestones. n Staff support mathematical skills well. They count, name shapes and use terms, such as 'big' and 'small', as children play. Children explore volume in a variety of ways. For instance, they fill and empty water bottles and buckets of sand. These experiences help give children a secure base knowledge of mathematics. n Children develop good communication and language skills. Staff ask meaningful questions while they play, which helps children to think about what they are

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need to do better?

doing. Children use their wide vocabulary while they play with friends. For example, they make cups of tea for each other and discuss if they take milk and sugar and how it is hot. n Staff promote children's healthy lifestyles well. Children benefit from healthy snacks, such as strawberries, and use tongs to independently serve themselves. Children play outside daily in a well-resourced area. n Staff feel appreciated and valued. The manager places a high priority on their well-being. She takes care to manage their workload and involves them in all areas of the setting. For example, they have regular team meetings to discuss the curriculum and plan future experiences. The manager has regular one-one-

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need to do better?

6 June 2024 one time with each member of staff and supports their ongoing professional development. n Partnership with parents is effective. The manager and staff keep parents informed about children's learning through termly meetings. Parents report they bring back siblings due to the support they have had in the past. They describe the setting as nurturing and say they like the relaxed atmosphere. n Staff form positive relationships with their key children and know them well. They meet their individual needs. For example, they check in regularly with them to make sure they remember to go to the toilet. This has a positive effect on children's well-being. n Staff help children develop a love of books and reading. They plan the environment to include books, both inside and out, so children can easily access them. Children ask staff to read familiar books during the session. They concentrate for long periods, listening intently. Children enjoy using a lending

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need to do better?

library, where they choose a favourite book to share at home. n Overall, children behave well. During circle time, staff talk about how they expect children to behave, which generally helps children understand the rules. However, on occasion, staff do not reinforce these rules and expectations consistently. For example, at times they do not remind children not to run around the setting. This does not give children clear and consistent messages to support good behaviour.

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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 support staff to provide a more consistent approach to behaviour management so children understand the rules and know what is expected of them.

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Setting details

Unique reference number 127132 Local authority Kent Inspection number 10339185 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 36 Number of children on roll 29 Name of registered person Waterton, Iris

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reference number

Telephone number 07958223309 or 07496259850 Date of previous inspection 4 July 2018

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Information about this early years setting

C4K registered in 1982. The pre-school is open Monday to Wednesday from 9.15am to 11.45am and Thursday and Friday 9.15am to 3pm for 38 weeks of the year. The pre-school is in receipt of funding for the provision of free early education for two-, three- and four-year-old-children. The pre-school employs four members of staff. All of whom hold appropriate early years qualifications. The manager holds an early years degree. The provider holds qualified teacher status.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken that into account. n The inspector spoke with parents and reviewed written testimonials during the inspection. n The inspector observed the interactions between staff and children, both indoors and outdoors. n The inspector carried out a number of joint observations with the manager. n The inspector spoke to staff at appropriate times during the inspection.

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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

6 June 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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