Nickie's Nippers Pre School Ltd

Inspection of Nickie's Nippers Pre School Ltd Scout Association, 3rd Crayford Scout Group, Novio Magnus Hall, Bourne Road, Crayford, Dartford DA1 4BU

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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

Staff greet children warmly as they arrive at the setting. Children rush inside and settle quickly to play with their friends. The provider is ambitious for all children to be independent and well prepared for the next stage in their learning. Children quickly learn key independence skills, such as putting on their own coats and serving themselves at snack time. They are familiar with the daily routines at the setting. Staff reinforce consistent boundaries and expectations for all children. This helps children to feel secure and confident. Children learn how to keep themselves safe as staff remind them of safety rules, such as walking inside and sitting down when using scissors.

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The provision is good

Staff plan a wide range of activities so that children experience all areas of the curriculum each day. Children progress rapidly across all areas of learning. Children's fine motor skills are well developed. They skilfully manipulate scissors to cut intricate shapes. Children draw recognisable pictures and some form letters to write their names. Staff support children to develop an awareness of numbers. For example, they encourage children to count the number of grapes in their lunch boxes. Children are well motivated to learn. They show good levels of curiosity and fascination, such as when they fill clear containers with soil and sand and observe the layers they form.

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need to do better?

n The provider plans a wide and varied educational programme. Staff know children well and constantly share information about children's needs and achievements. This enables staff to instantly adapt their teaching and extend their learning. This ensures that children receive individual support appropriate to their needs. n Older children demonstrate an ability to concentrate intently for long periods. However, occasionally, the organisation of some whole-group activities disturbs their concentration. During whole-group times, some children enjoy listening to stories and join in with their favourite parts. However, the sessions are too long for some children who become fidgety. This distracts children around them and causes them to also lose focus. n The setting is highly inclusive. The provider and staff are passionate in their support for children with special educational needs and/or disabilities (SEND).

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need to do better?

They assess children's needs quickly when they start. Staff work closely with parents, carers and other professionals to ensure that children are well supported. Staff sensitively adapt their teaching so that children with SEND can participate in activities alongside their peers. This helps all children to thrive and close any gaps in their development quickly. n Staff give children's communication skills a high priority. They are skilled at

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need to do better?

10 March 2025 developing children's language. Staff are highly responsive to children's verbal and nonverbal interactions. They give children their full attention when they attempt to communicate. They repeat and remodel children's language so that they hear the correct pronunciation. Children become involved in conversations with staff and their peers and readily share their ideas. For example, at lunchtime, they express their opinions about healthy and unhealthy foods. Staff use picture cards and visual cues effectively to support children who find verbal communication difficult. As a result, all children become confident communicators. n Parents feel well supported by staff, who exchange information about children's progress with them daily. The provider makes good use of available funding to provide resources and additional support for children and families. n Staff have high expectations of children's behaviour. Children are calm and well

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need to do better?

behaved. Staff provide children with small sand timers, and they use these effectively to support their turn-taking. Staff are quick to intervene in children's minor disagreements and provide effective support to help children to resolve their differences. Staff provide children with good role models. They are polite and kind to each other. Children politely ask their friends to pass them equipment, and they show care and concern for their peers. When younger children spill soil on the floor at the mud kitchen, their older friends help them to scoop it up again. n The provider has failed to notify Ofsted of a change of managers. They are now fully aware of their duty to inform Ofsted of significant events within the required timescales. This oversight has no impact on children's safety or learning.

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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 whole-group activities to ensure that they retain children's attention.

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Setting details

Unique reference number 2691950 Local authority Bexley Inspection number 10368481 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 36 Number of children on roll 36 Name of registered person Nickie's Nippers Pre School Ltd

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reference number

Telephone number 07957583893 Date of previous inspection Not applicable

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Information about this early years setting

Nickie's Nippers Pre School Ltd registered in 2022 and is located in Crayford, Kent. The setting operates during term time, from 9am and 3pm, Monday to Friday. Three staff, including the manager, hold relevant qualifications at level 3. The setting offers government funded childcare.

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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 The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with SEND. 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 setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning.

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Inspection activities

10 March 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

10 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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