The Children's Workshop

Inspection of The Children's Workshop Environmental Park, Buckhurst Lane, SEVENOAKS, Kent TN13 1FE

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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 provide a warm and welcoming environment, and they spend a lot of time getting to know the children and building secure relationships. As a result, children are happy, settle quickly and confidently explore the environment. Children are developing a love for stories and access a wide range of books. Staff read stories with great enthusiasm. This helps children to develop a passion for reading.

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The provision is good

Children are positively influenced by the teamwork that the staff team role models. Staff have high expectations, and children behave very well. They learn to take turns and share the resources. Even children new to the setting learn to tidy away enthusiastically and listen attentively to instructions.

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The provision is good

Children have plenty of opportunities to be physically active throughout the day. They benefit from time spent outside in the fresh air, particularly in the enchanting and well-thought-out garden. They have space to run and climb, practising their balance and coordination skills. Children learn about healthy lifestyles, such as a balanced diet and good hygiene routines, and staff support them to identify and manage risks as they play. This includes using challenging equipment, such as a tree swing, safely.

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need to do better?

n The provider is passionate about delivering high-quality care and education to the children. They have a clear understanding of the curriculum intentions, such as promoting independence and encouraging the children to lead their own play and exploration. n Children confidently make choices in their play. Staff follow their interests and create new resources that inspire imagination in play. For instance, they make pirate flags and bury treasure in the outdoor area, as children pretend to be pirates. However, there are occasions throughout the day where some staff move on too quickly and do not extend the conversations further. This limits opportunities for children to fully build on their knowledge as they play. n Staff effectively support children's communication and language development well. Staff clearly emphasise key words in their interactions and provide a range of visual aids to support children's developing communication skills. This results

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need to do better?

in children of all abilities making good progress in their communication. n Staff promote a strong sense of community in the setting. For instance, family members are invited in to share their traditions and values with all of the children. Children learn about what makes them unique and explore different cultures, celebrations and ways of life different to their own. This supports children to understand the world around them and develop a sense of belonging. n Relationships with parents are given high priority. Staff use a range of effective

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need to do better?

11 September 2024 strategies to engage parents in their children's development and learning. For example, they routinely invite parents to discuss their children's learning and development and share next steps. Staff understand each family's needs and are highly effective in providing precise guidance and support. This helps to promote consistency between the setting and home. Parents have strong praise for the care and education their children receive and appreciate the help and support they receive. n Staff prioritise children's emotional well-being when planning for their transitions through the setting and beyond. They create opportunities for children to spend time in their new learning environment and with other staff so they build familiarity. However, some routine transitions, such as when the children prepare to go outside, are not as well organised. This results in occasions where some children need to wait for their peers to finish getting ready before they can go

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need to do better?

outside. As a result, some children become slightly unsettled or disengaged as they wait. n The team regularly evaluates the environment and plans to make changes when necessary to support children's learning. For instance, they have created small cosy spaces for children to enjoy stories or quietly relax. There is a strong support system in place for the staff team. This is because leaders use a range of strategies to identify what support staff require. They have regular discussions with staff, and together they identify training opportunities. As a result, staff feel well supported, and morale is high. n Staff quickly identify children's needs and any gaps in their learning. They take action to ensure children receive the timely help or support they require. This helps to ensure children with special educational needs and/or disabilities continue to thrive in their development.

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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 develop the quality of staff interactions with children, to extend children's knowledge and understanding even more during their play experiences n develop further how staff adapt routine transitions in order to limit the amount of time children can spend waiting.

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Setting details

Unique reference number EY501765 Local authority Kent Inspection number 10351128 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 36 Number of children on roll 43 Name of registered person The Children's Workshop

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reference number

Telephone number 01732741391 Date of previous inspection 9 October 2018

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Information about this early years setting

The Children's Workshop registered in 2016. It is located in Sevenoaks, Kent. The setting is open from Monday to Friday, from 9am to 3.15pm, term time only. The provider receives funding to provide free early education for children aged three and four years old. The setting employs 10 staff; seven of these hold a relevant early years qualification at level 3 and above. This includes two members of staff who have a level 5 and one member of staff who has qualified teaching status.

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Inspection activities

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 talked to staff at appropriate times during the inspection and took account of their views. n The manager and the inspector carried out a joint observation during free play. n The inspector observed the interactions between staff and children. n Parents shared their views of the setting with the inspector. n The manager provided the inspector with a sample of key documentation on request.

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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

11 September 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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