Burgoyne Heights Pre-School

Inspection of Burgoyne Heights Pre- School Community Centre, Alamein Close, Burgoyne Heights, Guston, Dover, Kent CT15 5LY

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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 arrive at this welcoming and inclusive setting with confidence and enthusiasm to start their day. They have established close and trusting relationships with staff, who know their individual needs well. This contributes to the children feeling happy and secure. Children have positive attitudes towards learning. For example, they show sustained levels of concentration at well-planned activities that interest them. Furthermore, children are resilient, when they encounter difficulties they persevere and keep trying. For instance, when children are building with the magnetic shapes and they fall down, they do not give up and keep trying until they succeed.

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The provision is good

The manager along with the staff team, have developed a well sequenced curriculum. Staff have a good understanding of what they want children to learn and why. The current focus is on children's health, and their physical development. Older children are also preparing for their transition to school. Staff identify that they have supported children to learn the skills necessary to become confident learners, who independently see to their own needs, and verbalise their thoughts and feelings. All children including those with special educational needs and/or disabilities (SEND), are making good progress from their starting points.

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The provision is good

Children behave well. They are kind and show care towards each other. For example, the older children understand the needs of the younger or newer children. They are kind and compassionate in their approach, allowing them to join in and celebrating their achievements. Staff act as positive role models. For instance, they speak to children at their level, explaining why things may be unsafe and providing an alternative activity. Children follow the routines of the day with complete ease and confidence.

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need to do better?

n The manager, who is the nominated individual, works closely with the deputy. Collectively, they recognise the value of investing in staff welfare and growth. The staff express gratitude for the support provided to them, and show pride and enthusiasm in their work. Staff members have regular one-on-one sessions with the manager. They address any issues and consider future training and development opportunities, to enhance and support their professional practice. n Children's physical development is supported well. Staff understand that learning opportunities that promote children's self-belief in their physical capabilities also support their confidence in other areas of development. For instance, small group work led by staff, focuses on children's finger movements in preparation for holding equipment to mark make. n Staff use effective questioning techniques to extend children's learning. This also

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need to do better?

9 July 2024 enables them to assess what children know and can do. Staff enjoy playing alongside children narrating what they are doing. This effectively encourages children to do the same. Nevertheless, books are not being used effectively by staff to enhance children's language development. For instance, staff members do not use books to assist children in discovering information relating to their interests, or sit with children to read for enjoyment. n Staff promote children's mathematical development extremely well. Throughout a range of activities, staff support children to use and understand mathematic language. Children show confidence with recognising numbers in the environment, during find and seek games in the garden. Furthermore, staff encourage children to solve simple mathematical problems. For example, when making the 'wonky donkey' from playdough, children know that if they take one leg away they would be left with three.

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need to do better?

n Partnerships with parents are a strength of the setting. Staff ensure parents are kept up to date about their children's progress and suggest ideas to further support learning at home. Parents appreciate the time taken to help children settle into the setting, and the love and care offered by staff. n The passionate and knowledgeable special educational needs coordinator works closely with parents, staff, and other professionals to support children with SEND. Staff understand the individual needs of all children and are consistent with their approach. This supports children with additional needs to make good progress alongside their peers. n The setting takes pride in its commitment to diversity and inclusion. Staff are passionate about teaching children about the culture, festivals and religions that are represented in the setting. Staff take time to get to know children and their individuality before they begin. Children who speak English as an additional

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need to do better?

language are well supported. For example, staff take time to learn key words in various languages, and translate information for parents. Children learn to respect others and value their own uniqueness.

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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 enhance the use of stories and books throughout the setting to support children's love of books and reading.

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Setting details

Unique reference number 127062 Local authority Kent Inspection number 10356039 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 Full day care

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inspection

Total number of places 30 Number of children on roll 50 Name of registered person Burgoyne Heights Playgroup Committee

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reference number

Telephone number 01304 219319 Date of previous inspection 21 November 2018

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Information about this early years setting

Burgoyne Heights Pre-School opened in 1995. The pre-school employs 11 members of childcare staff, of whom eight hold appropriate early years qualifications. The pre-school opens Monday to Friday during term time. Sessions are from 7.45am to 2.45pm. The pre-school provides funded early education for two-, three- and four- year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector spoke to children, to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The manager and the inspector carried out a joint observation during a group activity. n Parents shared their views of the setting with the inspector. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

9 July 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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