Smilers Pre-school

Inspection of Smilers Pre-school Walderslade Baptist Church, Catkin Close, Walderslade, Kent ME5 9HP

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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 the pre-school, happy and pleased to see their key person. They leave their parents with ease, and learning starts from the moment they arrive. For example, children find their name cards and self-register. This supports children to begin to recognise their name. Staff reflect on what children are interested in and use this to move children on in their learning. For example, they partly set up a train track and encourage children to use their creativity and work together to set up the rest. This helps make learning fun.

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The provision is good

Staff are positive role models for children. They are polite and courteous to each other and the children. Children know what is expected of them. For example, children tell staff they are sharing toys, which is rewarded with praise. On occasions when staff need to support children's behaviour, they gently remind them about sharing, and issues are quickly resolved.

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The provision is good

Staff deploy themselves well within the pre-school. They place themselves at different activities, such as the craft area, to extend learning. Children clearly enjoy painting. They think carefully about what they wish to paint when creating unique works of art. For example, they paint dinosaurs and crocodiles. Staff use this time to discuss jungles and habitats to expand children's knowledge.

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need to do better?

n Staff plan an effective curriculum for all children. They observe and track children's progress from the start. This helps staff understand what children know and can do. Staff plan next steps in learning that are appropriate for children's ability but challenge them to move on in their development. All children, including children with special educational needs and/or disabilities, make good progress in their learning. n Staff place a high priority on counting, using positional language and exploring shapes. They use every opportunity to include these in children's learning. For example, they offer triangle and squared shape bread at snack time and count legs on mini beasts. These experiences give children a secure base knowledge of mathematics. n Children develop a love of books. Staff frequently read different books to children. They use funny voices to make the book exciting and encourage children to join in repetitive phrases. Children visit the book area independently

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need to do better?

and revisit their favourite book. They spend long periods sitting and exploring the pages. Staff offer a lending library for children to share at home. Furthermore, staff take children to the local library where they borrow books to share in the pre-school. These strategies build on children's interest of stories and help instil their interest in literacy.

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need to do better?

16 October 2024 n Staff have lots of conversations with children to support their developing vocabulary. They introduce new words, such as 'bumpy', when exploring conkers. However, on occasion, they do not allow children time to answer questions before answering them themselves. This prevents children sharing their ideas. n Staff support children to learn about the importance of healthy lifestyles. They offer fruit and milk or water at snack time. Children understand good hygiene procedures and wash their hands before eating. They enjoy playing outside. Children explore a range of activities that staff have carefully planned to develop their physical skills. They dig in the mud, climb, crawl and balance on larger equipment. n Children learn about the world around them. Staff take children into the community on a regular basis. For example, they enjoy visits to the woods, the local café and the shop. These experiences help children build their social skills.

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need to do better?

n Staff develop good relationships with children. Children approach staff for reassurance and support when needed and invite staff to join their play. However, sometimes, staff miss opportunities to find out more about children's backgrounds when they start. This prevents staff being able to fully understand each child's cultural background. n Staff feel supported by the pre-school management. They report that they are approachable and caring. The management support staff to continue their learning. This helps improve the quality of the pre-school. n Partnership with parents is good. Parents are happy with the service the pre- school offers their children. Staff regularly share what children have been learning and ideas on how to continue the learning at home. Children benefit from a shared approach to their learning.

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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 interest first.

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should:

n allow children sufficient time to respond when asking questions to enable them to share their ideas before offering answers n strengthen the arrangements for collecting information from parents about children's backgrounds to ensure staff have the most accurate picture to reflect and build on individual background and experiences.

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Setting details

Unique reference number 127555 Local authority Kent Inspection number 10367144 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 20 Number of children on roll 30 Name of registered person Smilers Committee

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reference number

Telephone number 07592006725 / 07542593922 Date of previous inspection 27 February 2019

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Information about this early years setting

Smilers Pre-school registered in 1991 and is committee run. The pre-school operates from the first floor of a church hall in Walderslade, Kent. It opens Monday to Thursday, from 9am to 3.30pm and on Friday, from 9am to 12pm, during term time only. The pre-school provides funded early education for children aged two, three and four years. It employs seven staff. Of these, six hold a qualification at level two or above.

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Inspection activities

n The manager and inspector completed a learning walk together and discussed the early years curriculum. n The inspector spoke with parents and reviewed written testimonials during the inspection to gain their views of the pre-school. n The inspector observed the interactions between staff and children both indoors and outdoors. n The inspector carried out a joint observation with the manager to evaluate the impact of teaching on children's learning. n The inspector spoke to staff at appropriate times during the inspection.

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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 October 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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