Hampton Nursery School

Inspection of Hampton Nursery School Herne Bay Evangelical Free Church, 64 Sunnyhill Road, HERNE BAY, Kent CT6 8LU

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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 Outstanding

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The provision is good

All children are settled, confident and very happy during their time at the friendly and welcoming nursery. All staff have a good understanding of how they successfully implement their motivating curriculum. For example, younger children learn about their senses by exploring materials, such as soil. Older children talk about how they feel and draw their emotions in self-portraits. Staff teach children about the different ways they can express their creativity. For instance, children explore making marks in interesting ways, such as using paint in items, such as salad spinners.

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The provision is good

Staff teach children about the importance of being hygienic and healthy. For example, children discuss the benefits of healthy eating at snack time. Children confidently and independently follow good handwashing routines. Staff provide children with good opportunities to develop their physical skills. This is demonstrated when children enjoy yoga and dance activities and learn about the different ways to move their bodies. All staff are positive role models. As a result, all children are polite and behave well. They know what is expected of their behaviour and develop good life skills to support their future learning. The managers and staff use additional funding to meet the individual needs of children effectively. They purchase a wide range of resources and experiences to further support children's physical development.

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need to do better?

n The managers and staff successfully establish positive relationships with all children. They fully understand what makes each individual child unique and what their needs and next steps are. This helps staff plan activities that support all children, including those with special educational needs and/or disabilities (SEND), to make good progress. n Staff have high expectations of all children. They understand how children prefer to learn and include this in their daily plans. As a result, all children feel valued and listened to and have a positive attitude towards their learning. n The managers and staff support children with SEND very well. They liaise closely with outside agencies and professionals to share and implement consistent and helpful strategies. For example, they introduce visual timelines and picture cards. This successfully supports all children to communicate with confidence and fully

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need to do better?

understand and manage the changes in routine well. n All staff support children to develop confident communication skills. For example, they ask children good thought-provoking questions and give them time to think and then respond. Children are confident to share their own ideas. For instance, they share their own narrative as they role play and become different characters, such as librarians.

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need to do better?

25 March 2025 n The managers and staff closely monitor the quality of care and experiences they provide children. They evaluate together as a team daily and reflect on what went well and what could be done differently. However, staff supervision meetings are sporadic, and staff access minimal training outside of the mandatory expectations. Therefore, the arrangements for managers to monitor individual staff performance and evaluate their practice are not consistently robust, to help continually raise the good quality of the provision further. n The managers and staff establish positive partnerships with parents. They help keep them involved and informed in their children's learning. This includes routinely sharing their achievements and next steps. Staff regularly share helpful tips to support parents at home, such as healthy eating ideas. Parents are happy and speak very highly of the setting. For example, they comment that staff are

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need to do better?

approachable and supportive and that their children are thriving due to staff's care and teaching. n Overall, staff ensure their practice is inclusive. However, they do not consistently provide children with more extensive opportunities to learn about other peoples' similarities and differences outside of their own communities and experiences. n The managers and staff support children with a good consistent approach to their shared care and learning. For example, they liaise closely with staff at settings children also attend to share children's progress and their next steps in learning. n Staff teach children skills to support their future learning well. For instance, when children show a keen interest in numbers, they support children to complete simple addition and subtraction sums.

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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 build on the arrangements for the supervision and performance management of staff, to identify more precise individual areas for staff development and help enhance the good quality of practice n extend staff's confidence to develop children's knowledge and understanding of other people's similarities and differences outside of their own communities and experiences even further.

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Setting details

Unique reference number EY448377 Local authority Kent Inspection number 10380920 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Sessional day care

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inspection

Total number of places 20 Number of children on roll 24 Name of registered person Farrant, Jacqueline Ann

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reference number

Telephone number 07930153253 or 07795995106 Date of previous inspection 28 June 2019

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Information about this early years setting

Hampton Nursery School registered in 2012. It is located in Herne Bay, Kent. The setting is open Monday to Friday, from 9am until 1pm, term time only. The setting receives funding to provide free early education for children aged two, three and four years old. The setting employs ten members of staff, eight of whom hold relevant early years qualification at level 2 and above. This includes three staff who hold a relevant early years qualification at level 3 and one member of staff who has early years professional status.

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Inspection activities

n The inspector carried out a learning walk with the manager. 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 manager shared written documentation for the inspector to review. This included safeguarding and child protection policies and procedures. n The inspector spoke to the manager, children, parents and staff at convenient times and considered their views. n The manager and inspector carried out a joint observation.

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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

25 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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