Willow Rise Pre-School

Inspection of Willow Rise Pre-School Downswood Community Centre, Chiltern Close,Downswood, Maidstone, Kent ME15 8XG

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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

All children are settled, confident and happy during their time in the inviting preschool. Children learn to be independent and are encouraged to complete their own tasks, such as serving their own snack, and they do so with confidence. Staff have a good understanding and reasoning behind their chosen curriculum and plan carefully to help motivate all children to learn. Children learn from interesting opportunities. For example, they carry out bird-watching activities. They learn the different names of birds and go on to make bird feeders. They are excited to see if birds will visit their creations for their food. Children enjoy bringing their imagination alive when they learn about the world around them. They are excited to build their own train and 'visit' various destinations.

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The provision is good

All staff are positive role models. Children are polite and behave well. They develop good social skills and are kind to each other. For instance, children help each other to complete tasks. Children learn about the importance of healthy lifestyles. For example, they talk about the importance and benefits of routinely brushing their teeth. Children learn to develop good physical skills and learn to move in different ways. For example, they confidently and safely negotiate equipment and resources, such as balancing beams and pedal bikes.

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need to do better?

n Staff have high expectations of children and know each of them well. This includes what they like and dislike. This helps staff and children build positive relationships, and children feel safe and secure in their learning environment. All children have a positive attitude towards their learning and make good progress. This includes children with special educational needs and/or abilities (SEND). n Staff meet all children's individual needs well, including those with SEND. For example, they liaise closely with outside agencies, such as specialist teachers. They implement consistent and effective strategies to support children. This includes implementing adaptations to routines to support children in engaging in them. n Overall, staff organise the setting well. All areas of learning are planned for effectively, and children are engaged throughout their time at the preschool. However, at times, when children become overwhelmed or wish to engage in

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need to do better?

quieter and more relaxing activities, such as reading, the available areas do not support this as effectively as more active activities. n Children are confident to communicate and share their thoughts. For example, children listen intently to each other's ideas during imaginative play opportunities and offer their own thoughts with confidence. n All staff establish positive partnerships with parents, who speak highly of them. They comment that staff are helping children flourish. Staff keep parents well

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need to do better?

21 January 2025 involved and informed about children's achievements and the next steps in their learning. Staff share useful information with parents. This includes healthy lunch box ideas. n Staff build and maintain good relationships with staff at settings children also attend. For example, they routinely share children's progress with them. They successfully provide children with a good consistent approach to their shared care and learning opportunities. n The management closely monitors the quality of care and teaching staff provide children. They have regular evaluation discussions to reflect on they days practice. They discuss what was completed well and what could be done differently. All staff are keen to continue to develop and enhance their practice. n All staff attend mandatory training and attend some beneficial training, such as how to support children with specific SEND needs. Knowledgeable and skilful

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need to do better?

staff are keen to learn and develop and request training. However, the management does not swiftly identify when training would be beneficial to support staff to develop their confidence and continue to enhance their knowledge and skills through continuous professional development more consistently. n Staff provide children with opportunities to gain a good understanding of other countries from around the world. For example, children learn about the traditions of cultures such as Jamaica.

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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 opportunities children have to engage in more quiet and calmer activities, such as reading more effectively n extend opportunities for staff to access more regular and beneficial training to continue to build on their already good knowledge and skills to enhance their practice even further.

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Setting details

Unique reference number 127777 Local authority Kent Inspection number 10375733 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 40 Number of children on roll 41 Name of registered person Willow Rise Pre-School Committee

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reference number

Telephone number 07857835063 Date of previous inspection 1 May 2019

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Information about this early years setting

Willow Rise Pre-School registered in 1990. It is located in Maidstone, Kent. The setting is open Monday and Wednesday from 9.15am to 1pm, Tuesday and Friday from 9.15am to 12.15pm and Thursday from 9.15am to 1.45pm, term time only. The setting receives funding to provide free early education for children aged two, three and four years. The setting employs seven members of staff, of whom six hold a relevant early years qualification at level 2 and above. This includes five staff who have a relevant early years qualification at level 3.

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Inspection activities

n The inspector carried out a learning walk with the management. 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 inspector reviewed written documentation. This included safeguarding and child protection policies and procedures. n The inspector spoke to the management, children, parents and staff at convenient times and considered their views. n The management and inspector carried out a joint observation on snack time.

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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

21 January 2025 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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