Kingsley Preschool

Inspection of Kingsley Preschool 5 Austen Close, Loughton, Essex IG10 3TX

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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 excitedly take on tasks to start their day at the pre-school. Staff are warm and welcoming and are successful at creating a home-from-home environment for children to enjoy. This helps children build strong bonds with staff, which plays a significant part to help them separate from parents and carers with ease.

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The provision is good

Children enjoy exploring physical skills outdoors. For example, they thrive on creating obstacle courses where they can hop, jump and climb. This helps children to develop what they can do and make imaginative decisions on what they can do next. The space offered to children helps them choose to take part in indoor and outdoor activities with well-equipped areas and resources. Staff support children to learn social skills and engage with one another, using their communication skills. Older children have positive attitudes to helping younger children by role-modelling positive behaviour consistently.

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The provision is good

Staff skilfully support children with sharing their thoughts and needs. They give children time to understand how they are feeling and what this means to them. As a result, this boosts children's confidence and self-esteem as they regularly check- in with familiar adults for reassurance and comfort. This supports children in feeling safe and secure at the pre-school.

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need to do better?

n Staff and leaders prioritise a strong key-person approach from the beginning. This supports children to feel safe and secure at the pre-school. Children are happy and calm, and the key-person approach helps children to feel nurtured in their continuous learning. n Leaders have created a curriculum to plan and stimulate all children in their learning. Staff support activities that are based on children's interests and that enhance school readiness opportunities. Although children have a range of activities to explore, staff do not always fully support children's engagement during their play when they become less focused to reach their optimum learning. n Staff and leaders work closely with professionals to ensure that all children make progress. They act with integrity and commitment to support all children to reach better outcomes. Children with special educational needs and/or disabilities have early intervention support to ensure that effective strategies and

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need to do better?

tools are in place to cater to their individual needs. As a result, this aids staff and leaders to swiftly identify needs and access additional funding to ensure that children have the help they need to make progress. n Children show positive determination to give tasks a go and develop their perseverance. Rich opportunities to recognise their names and mark-making

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need to do better?

25 February 2025 activities support children's understanding of literacy, and they develop their fine motor skills. Staff praise children for their abilities and reward children's efforts that they make. However, staff do not always consider how to adapt activities to support children in their current skill of learning to target their individual needs. n Children learn to become independent. For example, children know when to wash their hands to develop their daily hygiene practices. Staff and leaders build developing independence into the routine of the day. Children confidently talk about their needs and show a deep understanding of how to dispose of tissues. Children like the responsibility of preparing for snack times and model how to tidy up afterwards. n Staff and leaders have effective partnerships with parents who speak highly of them. Parents value the regular communication they receive. They have strong

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need to do better?

links with their child's key person, who is proactive in discussing children's progress. Parents praise the efforts made from the settling-in process at the very start. As a result, children make smooth transitions from home to the pre-school consistently. n Staff deeply appreciate the support they receive in their roles from leaders. Regular supervision meetings help staff to share concerns and outline interests in training to help develop their knowledge and practice. As a result, it contributes to a committed team with a long length of service, who feel valued. n Leaders spend time alongside staff and keep up to date with relevant developments. They access training from the local authority and professionals to ensure that children thrive at the pre-school.

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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 support staff to recognise and maintain children's engagement during their play when they become less focused n help staff to consider how to adapt activities that better support children's current stage of learning and meet their individual needs.

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Setting details

Unique reference number 650081 Local authority Essex Inspection number 10372657 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 Sessional day care

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inspection

Total number of places 26 Number of children on roll 33 Name of registered person Dent-Burnett, Jacqueline

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reference number

Telephone number 0208 508 4353 Date of previous inspection 30 April 2019

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Information about this early years setting

Kingsley Preschool registered in 1993. The pre-school opens Monday to Friday, term-time only. Sessions are from 9am until midday. There are six members of childcare staff. Of whom, five hold appropriate early years qualifications at level 3. The pre-school provides government funded early years education for all eligible children.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the pre-school and discussed the early years foundation stage curriculum. 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 manager and the inspector carried out a joint observation. n Parents shared their views of the pre-school with the inspector. 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

25 February 2025 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

25 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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