Sandringham Pre-school

Inspection of Sandringham Pre-school St. Marys Church Hall, Sandringham Drive, WELLING, Kent DA16 3QU

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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 Requires improvement

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The provision is good

Staff provide a safe and inviting space for children. They welcome them warmly and are kind and encouraging. This supports children to settle and develop affectionate bonds. They show that they feel happy and secure as they join in with activities and choose where they wish to play. Staff have high expectations for children and, overall, they promote their positive behaviour well. They teach children to speak politely to others and encourage them to share the toys. This helps them to develop good friendships and play nicely together.

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The provision is good

Since the last inspection, leaders have strengthened the curriculum, so that it is engaging and ambitious for all children and prepares them well for starting school. They have helped staff to reflect on their practice and develop their understanding of how children learn. Staff recognise that children benefit from 'open-ended' activities, which offer a broad range of learning opportunities. For instance, children use magnetic tiles to create models and props to support their imaginative play. They practise their physical skills and learn to share and cooperate with their peers. Staff ensure that these core activities are available daily, so that children consistently practice and build on what they know and can do. Staff help to expand children's knowledge further, such as by naming shapes and encouraging counting. This flexible and supportive approach fosters children's love of learning.

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need to do better?

n Leaders and staff have made effective changes to the routines and physical environment, to provide for children's individual abilities and different approaches to learning. Staff ensure that children can play outdoors as well as indoors for most of the day. This caters for children who prefer to be physically active. Staff provide adaptable resources, such as sand and dough, which children can use in different ways. This fosters children's positive attitudes to learning. n Staff monitor children's progress and quickly identify any gaps in their learning. Staff work closely with parents and outside professionals, to ensure all children receive the support they need. They use funding effectively, to help prepare children for their future learning. Children with special educational needs and/or disabilities are very well settled and make good progress in their development. n Overall, there is a good focus on children's communication and language. Staff

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need to do better?

introduce new words during songs, conversations and activities. They identify children who need help to develop their speaking and listening and provide specialised activities to boost their language skills. Books are readily available, and staff read to children who take part in focused groups. However, staff do not regularly explore books and stories with all children. Furthermore, they do not consider how to engage those who are not interested in books. This means

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need to do better?

11 December 2024 some children miss out on the language-rich learning opportunities that books provide. n Staff use some effective ways to promote children's good behaviour. This includes displaying pictorial signs and timetables, which remind children of the rules and routines. However, at times, staff's expectations for children's behaviour are unclear or unrealistic. For example, staff set up a basketball game indoors, where children are not allowed to run. Children thoroughly enjoy this activity and naturally chase after the balls as they roll away. Some staff permit this whereas others tell them to stop running. Therefore, children are unsure about what they can and cannot do. n Staff encourage children to lead healthy lifestyles. They provide nutritious snacks and teach children good hygiene habits, such as washing their hands at appropriate times. Staff also give guidance to parents to promote a shared

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need to do better?

approach to children's good health. This includes advice and tips for providing healthy packed lunches. n There is effective communication between staff and parents, to foster children's welfare and learning. Parents say that staff are caring and supportive. They comment on the wide range of activities provided and how this enhances their children's development. n Leaders have improved the systems to monitor staff's practice. This gives them a broader overview of the pre-school and helps them to identify and tackle any areas of weakness. They have developed more effective supervision and training, to enhance staff's professional skills and knowledge. Staff describe how they feel more 'listened to', which has boosted their enthusiasm for their roles.

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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 ensure that all children have rich opportunities to explore and enjoy books and stories, to further enhance their language and literacy skills n help staff to develop a more consistent approach to supporting children's understanding of rules and boundaries.

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Setting details

Unique reference number EY464644 Local authority Bexley Inspection number 10336475 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 35 Number of children on roll 25 Name of registered person Mills, Sarah Ruth

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reference number

Telephone number 07806626716 Date of previous inspection 5 February 2024

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Information about this early years setting

Sandringham Pre-school re-registered in 2013 and is located in the London Borough of Bexley. The pre-school is open during term time, from 9.30am to 3.30pm on Monday and Tuesday, and from 9.30am to 12.30pm on Wednesday, Thursday and Friday. It offers the government-funded places for childcare. The provider employs seven staff, all of whom hold early years qualifications at level 2 or level 3.

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Inspection activities

n The manager showed the inspector around the childcare premises, she explained the curriculum and how the provision is organised. n The inspector observed the quality of the education and considered the impact on children's learning. This includes a joint observation with the manager. n The manager met with the inspector to discuss issue,s such as staff supervision and training. She ensured that relevant documents were available for the inspector to view. n The inspector spoke with parents, staff and children during the inspection, to find out about their views and experiences in the pre-school. She also took account of parents' written feedback.

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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 December 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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