Rolvenden Pre-School

Inspection of Rolvenden Pre-School Rolvenden Village Hall, Rolvenden, CRANBROOK, Kent TN17 4ND

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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 friendly and welcoming pre-school. Children enjoy the company of staff. They have a positive attitude towards learning. For example, children show pride when staff praise them for their achievements. All staff have high expectations of children's abilities and plan activities they know children will enjoy. When children have an interest in role play and writing, staff encourage them to 'write' their recipes down as they 'bake'. Staff teach children about different concepts. For instance, they learn about what happens when they mix water with food colouring. They explore what happens when they transport the liquid to and from different-sized containers.

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The provision is good

Staff are positive role models. All children behave well and are polite. They are caring and thoughtful. For example, they remember each other's favourite dressing-up outfit and kindly pass it to them. Children show empathy and understanding of other children's differing needs. Staff teach children good physical skills and support them to learn to move in different ways. This is demonstrated when they confidently and safely use equipment, such as climbing frames and ladders. Children are confident to communicate their thoughts and ideas. They are excited to enthusiastically sing their favourite songs with confidence.

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need to do better?

n All staff establish secure and trusting relationships with children. They know their unique traits and personalities. This includes fully understanding their likes and dislikes. This helps all children settle quickly into the pre-school and enjoy their time there. n Overall, the manager and staff devise and implement a broad and interesting curriculum and support children to make good progress. Children are motivated learners and join in activities with enthusiasm. However, there are inconsistencies in the quality of the planning for individual activities as some do not have a clear learning intent for individual activities. Therefore, while children enjoy taking part, activities are not always tailored as precisely as possible to fully extend their learning. n All children have a positive attitude towards their learning. Staff are dedicated to help support all children to make good progress. This includes those with special

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need to do better?

educational needs and/or disabilities (SEND). For example, staff work closely alongside other agencies, such as speech and language therapists. They share and implement useful strategies, such as using visual prompts. n All staff have a good knowledge of all areas of learning. Overall, the environment is organised well. However, the organisation of books and reading materials does not effectively encourage children to access them. For example, the book corner forms part of a cosy space that has little natural light. Although this area is used

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need to do better?

16 July 2024 well to support SEND children who feel calm in this space when they become overwhelmed, it is less helpful for children who wish to look at books. This does not effectively encourage children to develop a love of books and develop their literacy skills further. n The manager and staff establish positive relationships with parents, who speak very highly of them. They comment that they highly recommend the pre-school. Staff keep parents well informed about their children's day and their next steps in learning. Staff share helpful ideas with parents, such as teeth brushing tips. n The manager closely monitors the quality of care and teaching staff provide. Staff evaluate together as a team. They reflect daily on what went well and what could be done differently. The manager is mindful of staff well-being and ensures their workload is manageable. n Staff carry out regular training, reading and research, and implement their

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need to do better?

findings. This includes new craft ideas. As a result, all children enjoy exploring how to make marks in different ways, such as making patterns with pencil shavings. n Staff support children to gain a good understanding of traditions, backgrounds and cultures outside of their own experiences. This includes language and different communities. n The manager and staff use additional funding to meet the individual needs of children effectively. For example, they have purchased climbing and balancing equipment to help children develop their physical skills.

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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 refine further the planning of all individual activities to focus more specifically on the intentions for children's learning n enhance the support for children to develop a love of books to extend their interest in literacy.

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Setting details

Unique reference number 127503 Local authority Kent Inspection number 10350897 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 18 Number of children on roll 20 Name of registered person Rolvenden Pre-School Committee

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reference number

Telephone number 07729718181 Date of previous inspection 11 September 2018

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Information about this early years setting

Rolvenden Pre-School registered in 1982. It is located in Rolvenden, Kent. The setting is open Monday to Thursday, from 9am until 3pm, term time only. The setting receives funding to provide free early education for children aged two, three and four years. The setting employs four members of staff, three of whom hold relevant early years qualification at level 3.

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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 ongoing impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector carried out a learning walk with the manager. The inspector assessed the impact of the quality of staff interactions and the learning opportunities they provide children. n The inspector viewed the indoor and outdoor learning environments. n The manager shared written documentation for the inspector 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 on a planned group time focusing on supporting children to develop their listening and speaking skills.

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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

16 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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