Sunny Corner Preschool

Inspection of Sunny Corner Preschool Buckland Community Hall, Roosevelt Road, Dover, Kent CT16 2BT

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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

The provider and staff work closely with children and their families. They have established very effective settling-in procedures. This helps to support and meet the unique needs and interests of each child. As a result, children become familiar with daily routines and form close relationships with staff. The children feel safe and confidently ask staff for help when needed.

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The provision is good

Children's behaviour is appropriate for their stage of development. Staff help children to learn about how they are feeling and manage their emotions. They put in place consistent strategies to help children learn how to share and take turns with their friends. For instance, the staff explain how to use the sand timer so that the children know when it is their turn on the trike. The children are kind to their friends and are ready to hand over the trike when their turn has ended. The staff support children in developing their social skills and make strong use of praise to acknowledge children's achievements.

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The provision is good

The curriculum staff plan focuses on the children's interests and next steps in learning. The staff have a very good knowledge of their key children. They make strong use of sensory resources to stimulate children's curiosity. For example, the children use trial and error to find out which keys open the different locks.

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need to do better?

n Communication and language development are a high priority at the pre-school. Staff ensure that children hear a rich variety of vocabulary throughout the day. They encourage the children to talk about past events as they look at the firework paintings displayed on the wall. Staff give them time to respond to questions. The children particularly enjoy engaging in action songs as they excitedly point to their heads then shoulders as they learn to name the parts of the body. Staff make good use of repetition to make sure children hear the correct pronunciation of words. n Children are busy and keen to explore the environment. The staff set up the hall with a wealth of interesting resources for children to engage with. For instance, the children enjoy building using recycled materials. They follow instructions as they use bricks and magnetic shapes to construct a variety of models. However, the organisation of the environment does not always make the best use of the

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need to do better?

space. This results in children not being able to focus their attention. n Staff have a clear focus on supporting children to learn about the world around them. For instance, the children use magnifying glasses to look at the patterns on the leaves as they learn about autumn. In the role-play area, the children particularly enjoy 'answering the phone' and writing down the appointments for the 'hairdresser'. Children enjoy interacting with their friends as they engage in

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need to do better?

6 November 2024 imaginative play. However, at times, adults do not have a clear focus on what they want the children to learn from the activities. Consequently, children are not always challenged to further extend their knowledge and skills. n The provider and staff work very closely with parents, staff and other professionals to ensure that children with special educational needs and/or disabilities receive the support they need. Staff work alongside external agencies and parents to plan and implement targets to help children reach the potential they are capable of. The provider has made good use of additional funding to support and enhance children's physical skills. For instance, they have purchased climbing and balancing resources to help to build children's confidence and support them to take managed risks in their play. n The provider is dedicated to providing a supportive and inclusive high-quality

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need to do better?

experience for children and their families. There is a well-established staff team that works exceptionally well together. The staff state that they feel valued in their role. The management has addressed the recommendations set at their previous inspection and has plans in place to develop the service they provide. For example, management hold regular staff meetings and are part of a collaboration to help develop the pre-school. There is a clear focus on the support and well-being of staff. n Parent partnerships are a particular strength at the pre-school. The staff exchange information through face-to-face discussions as well as regular formalised meetings with parents about children's development. Parents comment on how well the staff at the pre-school support them. For example, they receive support with transitions to school and home 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 interests first.

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should:

n review and improve the organisation of the learning environment so that children remain focused in their learning n strengthen staff's understanding of the curriculum intent so that teaching consistently focuses on what they want children to learn.

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Setting details

Unique reference number EY347653 Local authority Kent Inspection number 10363853 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 38 Number of children on roll 38 Name of registered person Packer, Carol

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reference number

Telephone number 07834060678 Date of previous inspection 14 January 2019

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Information about this early years setting

Sunny Corner Preschool registered in 2007 and operates from a community centre in Dover, Kent. The pre-school opens Mondays, Wednesdays and Fridays, from 9am to 3.30pm, during term time only. The provider receives funding for the provision of early education for children aged two, three and four years. They employ seven members of staff. All staff hold a relevant early years qualification at level 2 or above.

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Inspection activities

n The provider and inspector completed a learning walk together of all areas used by the pre-school and discussed the early years curriculum. n Children told the inspector about what they like to do at pre-school. n The provider completed joint observations with the inspector to observe the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector talked to staff and parents at appropriate times during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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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

6 November 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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