Burham Pre-School

Inspection of Burham Pre-School Burham Village Hall, Rochester Road, Burham, Rochester, Kent ME1 3RJ

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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 of all abilities are confident and happy during their time in the welcoming pre-school. Staff have a good knowledge and understanding of their curriculum and how they successfully implement it. All staff have high expectations of children. They carefully plan interesting and motivating activities to capture children's attention and enthusiasm to learn. When children build a tall tower with large blocks, staff encourage them to learn about different buildings and structures. For instance, children look at photographs of famous landmarks. They excitedly tell each other, 'Look, our tower is leaning like the leaning tower of Pisa.'

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The provision is good

Staff are positive role models. All children behave well and are polite. They are kind and empathetic. For example, they are understanding of other children's differing needs. Staff teach children about the importance of healthy lifestyles. For instance, they talk about the importance of oral health, and they follow thorough handwashing routines. Children develop good physical skills and learn to move in different ways. This is demonstrated when they confidently and safely use equipment, such as stilts and balancing beams. Staff teach children about the importance of caring for the environment. For example, they carry out litter picking activities and visit the local recycling centre.

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need to do better?

n The manager and staff establish positive relationships with parents, who speak highly of them. Parents comment that their children thrive due to the valuable experiences that staff provide. Staff keep parents well informed about their children's day and their next steps in learning. They share helpful tips with parents, such as healthy lunch box ideas. n The manager closely monitors the quality of care and teaching that staff provide, and she ensures their ongoing suitability. Staff evaluate their practice together as a team. They reflect daily on what went well and what they plan to do differently. n Staff attend regular and beneficial training. They have recently learned about the different ways children play and learn. As a result, staff plan meaningful activities and experiences that they know will motivate children to learn and help them develop. n The manager and staff use additional funding to support the individual needs of

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need to do better?

children effectively. For example, they have purchased equipment to help children develop their enjoyment of castles and fantasy play. n The manager and staff know all children well. They fully understand their individual needs, including their likes and dislikes. Staff use their good knowledge to plan activities that they know will interest children. This helps all children to have a positive attitude towards their learning and make good

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need to do better?

8 July 2024 progress. n All staff establish secure and trusting relationships with children, who enjoy the company of staff. For example, children seek out staff to join in their games, and they smile and laugh happily as they play together. n Overall, children are engaged in their learning opportunities, and staff interaction is good. However, staff do not consider the impact of their requests during changes in routine. For example, when children are engaged in listening to a story, they are asked to leave the activity to wash their hands in preparation for lunch. Therefore, at times, staff do not recognise when they are disrupting children's learning. n Staff support all children to make good progress, including children with special educational needs and/or disabilities. Staff liaise closely with outside agencies and share and implement useful strategies. Staff adapt their environment to support children. For example, children who like to throw objects to feel calm

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need to do better?

when they are overwhelmed are provided with a safe place and target activities to be able to do so safely. n Generally, children have good opportunities to be creative and imaginative. However, at times, staff do too much for children. For example, staff provide pre-cut pictures, direct children to choose particular materials, and tell them where to put them to make their 'campsite'. This does not encourage children to develop their creativity or express their own ideas. n Staff support children to gain a good understanding of other people and countries from around the world and outside of their own communities. For instance, children learn about different cultures, races and religions using books and purposeful discussions.

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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 encourage all staff to understand how daily routines impact on children's learning and development n support staff to understand how to develop children's creative thoughts and ideas.

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Setting details

Unique reference number 127063 Local authority Kent Inspection number 10351068 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 32 Number of children on roll 55 Name of registered person Burham Pre School Playgroup Committee

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reference number

Telephone number 07710829954 Date of previous inspection 3 October 2018

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Information about this early years setting

Burham Pre-School registered in 1990. It is located in Rochester, Kent. The setting is open from Monday to Friday, 8.45am until 2.50pm, during term time only. The setting receives funding to provide free early education for children aged three and four years. The setting employs 10 members of staff, six of whom hold relevant early years qualifications at level 2 or above. This includes three members of staff who have a relevant early years qualification at level 3, and two staff who are qualified at level 5.

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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 carried out a learning walk with the inspector. The inspector assessed the impact of the quality of staff interactions and the learning opportunities they provide to children. n The inspector viewed the indoor and outdoor learning environments. n The manager provided the inspector with written documentation to review. This included safeguarding and child protection policies and procedures. n The inspector spoke to the manager, children, parents and staff at convenient times and considered their views. n The manager and inspector carried out a joint observation of a planned creative activity.

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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 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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