Kids United Pre-School

Inspection of Kids United Pre-School United Reformed Church, Elgar Avenue, SURBITON, Surrey KT5 9JR

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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

Staff give children a warm, friendly and cheerful welcome as they arrive at pre- school. This helps children to easily separate from their parents and become quickly engrossed in the inviting learning environment. Staff know that children enjoy playing with toy people and vehicles, so these are made available to nurture their imagination and creativity. Outdoors, children concentrate well while exploring water and sand, demonstrating their happiness and safety. Children show positive attitudes to learning.

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The provision is good

Staff's curriculum has a strong focus on promoting children's language skills. During group activities, staff model language effectively and ask questions to extend children's vocabulary. Children love learning the names and noises of different toys. They receive lots of encouragement, which motivates them to remain interested and engaged. Additionally, staff place a strong emphasis on reading story books to children. Children, including those who have special educational needs and/or disabilities (SEND), enjoy listening to a story being read to them. This practice fosters children's love of books from a young age. While staff promote good behaviour in children, at times, they miss explaining their expectations. This does not fully help children to understand the reasons behind staff's rules and boundaries.

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need to do better?

n This pre-school continues to provide children with high-quality care and education. The manager, with the strong support of her team, acts with integrity to ensure that all children, including those who are disadvantaged and have SEND, make significant progress in their education. Parents agree that staff help their children develop new knowledge and skills that are necessary for their future learning. They particularly notice the improvements in their children's language and confidence skills. n Staff work diligently to build strong and effective partnerships with other professionals. For example, they collaborate with speech and language therapists to create plans aimed at addressing any developmental gaps in children. This proactive approach helps in preventing children from falling behind. Additionally, staff extend invitations to teachers to assist in the smooth transition of older children to their new school.

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need to do better?

n Staff use their ongoing observations to assess children's learning. For example, they offer physical activities both indoors and outdoors to support children's growth and endurance. Children engage in movements and singing while also practising coordination on large rocking equipment. They have opportunities to manipulate malleable resources, such as clay, to strengthen their finger muscles. It is evident that children's physical development is progressing well.

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need to do better?

28 June 2024 n Children have many opportunities to develop and enhance their early mathematical development. They learn about sequencing, patterns and shapes. Additionally, children gain confidence in counting from one to five, which builds on their counting skills. n Children are happy to approach staff for spontaneous cuddles when they need extra comfort. They form close attachments with staff, who are caring and nurturing. This supports children's emotional well-being effectively. n Staff respect and value the diverse cultures and backgrounds of all children. They work closely with parents to understand children's individual care needs, including their unique eating habits, to support their good health. n Staff organise educational outings to help children learn about their community. For example, they take children on walks to explore their surroundings and gain a better understanding of the world.

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need to do better?

n Staff feel well-supported by the manager and appreciate the support for their personal and professional development. Recently, they reviewed their behaviour policy and completed training to learn more about how to support the behaviour of boys effectively. The manager knows that staff teach children to play collaboratively, helping them learn how to share and take turns. However, she acknowledges that some staff should clearly explain to children why certain behaviours are unwanted. This will further extend children's learning. n The manager evaluates their practice rigorously. For example, she reflects on the learning environment to ensure that children can access toys and resources independently. This encourages children to make decisions about their play.

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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 help staff communicate clear expectations so children understand the reasons behind their rules and boundaries.

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Setting details

Unique reference number EY268276 Local authority Kingston upon Thames Inspection number 10351509 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 28 Number of children on roll 18 Name of registered person Kids United Playgroup

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reference number

Telephone number 07928102614 Date of previous inspection 18 September 2018

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Information about this early years setting

Kids United Pre-School registered in 2003 and it is located in the London Borough of Kingston upon Thames. The pre-school is open every day except Wednesday between 9.15am and 12.15pm or until 1.15pm if children stay for lunch. There are six members of staff, one holds qualified teaching status and four have early years qualifications from level 2 to level 6. The pre-school receives funding for early education for children aged two, three and four years.

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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 the manager and has taken that into account in their evaluation of the pre-school. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this had on children's learning. n The manager showed the inspector around the pre-school and explained their curriculum. They observed a group activity together and evaluated the impact on children's learning. n Staff spoke with the inspector and children engaged with her at appropriate times during the inspection. n The inspector held discussions with the manager about their practices and procedures. n The inspector spoke with parents during the inspection and considered 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

28 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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