Christchurch Pre-School (Dartford) Ltd

Inspection of Christchurch Pre-School (Dartford) Ltd Christchurch Hall, Christchurch Road, Dartford, Kent DA1 3DH

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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

Children are happy and feel at home in this inclusive pre-school. On arrival, they quickly immerse themselves in play, demonstrating high levels of enjoyment and engagement. For example, children are keen to explore the creative area and the salad spinner to see what happens when they add paint. Their curiosity drives them to experiment with varying amounts of paint, exploring cause and effect. Children show independence in selecting the resources they want to use to compliment their play and learning.

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The provision is good

The learning intentions for children are ambitious and build on what they already know and can do, this is carefully decided by the staff who know children well. The curriculum has a current focus on children's, communication and language skills, and building independence and resilience, ready for their eventual transition to school. Children with special educational needs and/or disabilities, receive effective support through early identification, this helps to bridge gaps in their development. All children are making good levels of progress from their starting points.

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The provision is good

Children behave well and listen to staff. The pre-school 'golden rules', such as 'using indoor voices', and 'walking inside' are well embedded and staff are consistent in modelling these to children. Furthermore, children are supported in learning how to manage their own minor disputes and show empathy to others.

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need to do better?

n The pre-school has been acquired by a new provider since the last inspection. They have a clear oversight of what they want to improve and a vision for preparing children for lifelong learning. The provider regularly meets with staff individually to talk about their well-being, child development, the curriculum, and safeguarding. This helps ensure that the curriculum intentions are aligned with the children's needs. As a result, all children are receiving good quality care and education. n There is a strong focus on supporting children's communication and language. Songs, rhymes and stories are central to everything that staff do. Staff engage in meaningful discussions with children. This helps children develop an awareness of two-way conversations. Staff introduce words, such as 'carbohydrate' as they speak with children about living a healthy lifestyle and the various food groups. This gives children confidence to use new words in their play.

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need to do better?

n The curriculum for mathematics is firmly embedded. Staff use number songs and rhymes to introduce children to shapes, counting and numbers. Children learn about matching and sorting as they use counters to match numbers to quantity. Furthermore, children develop an understanding of mathematical concepts, such as 'more', 'less', 'odd' and 'even'. This helps children to get a good grounding in

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need to do better?

5 March 2025 early mathematics. n Children enjoy exploring their physical development. They have opportunities in doors to climb on small apparatus to develop their co-ordination and large muscles. Outside children run and play chasing games, scoot along on wheeled toys and use balls to kick and throw. Children also engage in fine motor activities. For example, they enjoy grating chalk on a cheese grater to mix the powders and explore colours. However, at times the routines of the day and the set times for children to be outside does not cater to their individual preferences of where they prefer to play, and at times distracts them from engaged levels of learning. n Children are provided with meaningful opportunities to learn about the wider world. The faiths, cultures and religions of all children are celebrated and given value. For example, parents are invited into the pre-school to share their cultures

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need to do better?

and knowledge with the children. Children have been provided with opportunities to make Rangoli patterns to learn about Diwali, and parents shared with children how to make paper lanterns to celebrate Chinese New Year. Furthermore, at Christmas children have visits from the local vicar to learn about Christian festivals. n Staff regularly share information with parents regarding their children's, development and next steps in learning. There are opportunities for parents and staff to meet face to face, and communicate via the pre-school app. Furthermore, effective settling visits allow staff to gather information regarding children's individual needs and build a relationship with their keyperson. When there are concerns regarding children's development staff are swift to communicate this to parents and get support in place.

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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 further develop routines to allow children time to explore and expand their learning for longer periods in their preferred environment without interruptions.

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Setting details

Unique reference number EY222929 Local authority Kent Inspection number 10354482 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 16 Name of registered person Christchurch Pre-School (Dartford) Limited

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reference number

Telephone number 07523 414 516 Date of previous inspection 22 May 2024

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Information about this early years setting

Christchurch Pre-School (Dartford) Ltd registered in 2002. The pre-school opens from Monday to Wednesday from 9am until 3pm and Thursday to Friday from 9am until 12pm, term time only. The pre-school employs eight members of childcare staff, five members of staff hold appropriate early years qualifications. The pre- school receives funding to provide free early education for children aged two, three and four years old.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children told the inspector about their friends and what they like to do when they are at pre-school. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 during snack time. n Parents shared their views of the setting 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

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

5 March 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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