Higham Village Pre-School

Inspection of Higham Village Pre- School The Pavilion, School Lane, Higham, Rochester, Kent ME3 7JL

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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 Not applicable

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The provision is good

Children are warmly welcomed at this friendly and caring pre-school by smiling staff who know them well. Children enter eager to explore the activities set up for them. Staff promote children's social and emotional skills well. They encourage children's confidence when persevering with tasks, giving reassurance and saying that they believe in them. Children jump up and down excitedly, exclaiming 'I did it!'. This supports children's confidence successfully. Staff plan an interesting and motivating curriculum based on children's interests and needs. For example, children spend time exploring diggers and trains together, maintaining engagement and focus. These activities help promote children's social skills effectively.

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The provision is good

Staff support children with special educational needs and/or disabilities (SEND) very well. Staff are good role models and are kind and calm in their approach. Children show that they feel secure and settled. Staff promote children's independence well. Children enjoy helping to set up for snack time as they share out cups and sweep up. This encourages children's positive attitudes. Staff have high expectations for children. They are gentle and sensitive in their interactions with children, reminding them how to be good friends and to understand the rules of the setting. As such, children behave well and make good progress.

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need to do better?

n Staff support children to demonstrate good behaviour. Where children need support, staff swiftly and skilfully step in and patiently explain to children about the impact of their actions on their friends. They help children to share and take turns, using timers to support them. Children's individual achievements are displayed on the 'wow' board to encourage them. These activities help children to understand the consequences of their actions and supports their developing friendships positively. n Staff teach children to be inclusive. For example, staff encourage children to learn about and celebrate their friends cultures. Staff learn how to pronounce words in different languages to help children settle in. Children enjoy taking home the setting mascots and share photographs of them with their families. These activities successfully support children's understanding of the world around them. n Children benefit from experiences to develop their physical skills. For example,

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need to do better?

they delight in riding bikes outside to develop their coordination. Children enjoy exploring play dough with a range of resources. Staff extend children's development by providing them with different sized cutters so that children can develop their hand-movement skills effectively. n Staff promote children's mathematical skills well. Children remain engrossed when matching coloured puzzle pieces together. Staff encourage children to join

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need to do better?

14 February 2025 in with counting when singing number rhymes and to count out the different items in their lunch bags. Staff use routine times to encourage and support children's development further. However, some parts of the day can be noisy and the organisation of routines means that children at times, become distracted and this impacts on their engagement in learning. n Staff encourage children to enjoy stories and books. They use language, such as 'hilarious' when talking with children. Staff model good listening skills and show genuine interest in what children say and do. Children talk positively about their 'minibeasts' session where they learn skills to help them at school, such as recognising and writing their names. n Children with SEND are very well supported. Staff develop individual plans to target their next steps in learning. Staff learn sign language to help children understand them effectively. They have very strong partnerships with outside

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need to do better?

agencies, local settings and specialist schools, to support families. Leaders and managers use funding well to develop areas to promote children's developing interests. For example, they have created a sensory garden and vegetable patch. n Leaders and managers are reflective, hardworking and committed to providing good quality care and education. They collaborate very effectively with local partners, sharing information well to help children settle. They provide families with a wide range of support and ensure staff are well qualified and trained. All children make good progress from their starting points. n Communication with parents is strong. Parents report that their children have made good progress in their confidence and communication. They are provided with ideas and information to help their children's learning at home. Parents talk highly of the staff and what a close-knit team they are. They appreciate how

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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 structure and organisation of some parts of the day to minimise distraction and further enhance children's attention and focus.

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Setting details

Unique reference number 2767324 Local authority Kent Inspection number 10373437 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 30 Number of children on roll 51 Name of registered person Higham Village Pre-School Ltd

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reference number

Telephone number 07895 981423 Date of previous inspection Not applicable

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Information about this early years setting

Higham Village Pre-school registered in 2024. It is based in Higham, Rochester and operates Monday, Tuesday, Thursday, and Friday, from 9am to 3.15pm and Wednesday 9am to 12.45pm, term time only. The setting currently employs 11 members of staff, ten of whom hold a relevant early years qualification at level 2 and above. The setting provides funded places for two, three and four year old children and receives specific funding for disadvantaged children.

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Inspection activities

n The manager and deputy 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 spoke to children, to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individuals about the leadership and management of the setting. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a snack time activity with the manager. n Parents shared their views of the setting with the inspector.

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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

14 February 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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