Leybourne Pre-School Limited

Inspection of Leybourne Pre-School Limited Village Hall, Little Market Row, Leybourne, WEST MALLING, Kent ME19 5QL

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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 arrive happy at this welcoming and inclusive pre-school. They develop extremely close relationships with staff and their peers. The kind and nurturing staff know children's individual needs extremely well. Staff communicate effectively to plan an inspiring environment based on what children are interested in and their next steps in learning. This supports children to settle quickly and become engaged in their play. Children thoroughly enjoy their time at pre-school and are confident to express themselves.

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The provision is good

Staff provide children with an exciting and ambitious curriculum. They have a secure understanding of child development and recognise the skills they need to prioritise to help children prepare for their next stage in their learning. For instance, the current focus is on personal, social and emotional development and communication and language skills. Children with special educational needs and/or disabilities (SEND) are well supported. There is a collaborative approach from parents, staff and outside agencies to ensure all children are making at least good levels of progress.

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The provision is good

Children behave well. They are very familiar with the pre-school routines and respond well to simple instructions. For example, children stop and respond when staff ask them to tidy up in preparation for a change in routine. Children are becoming increasingly independent in their play and self-help skills.

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need to do better?

n The provider has a clear oversight of the pre-school and a vision for preparing children for lifelong learning. There is regular dedicated time for all staff to speak to the provider individually and as a staff team about their well-being, child development, the curriculum, safeguarding and training. This collaborative approach ensures that children are provided with a curriculum that meets their needs. As a result, all children are making at least good levels of progress from their starting points. n Staff support children's communication skills effectively. Children are confident communicators. Staff actively listen to children and engage them by asking relevant questions. For instance, during doctor role play, staff encourage children to talk about their own experiences. This helps children to express their ideas and knowledge. Furthermore, staff introduce relevant new vocabulary to children as they play, such as 'patient' and 'injection'.

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need to do better?

n Children are developing a good understanding of numbers and counting. Throughout the setting there are visual representations of numbers. For example, the cereal dispensers show the number 'two' to help children learn to take two servings. However, staff do not always plan as carefully to help children

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need to do better?

23 April 2025 explore other key mathematical concepts, such as shape, space, size and measure, to support them in developing a greater understanding of early mathematics. n Children with SEND receive excellent support. Staff use assessments effectively and respond quickly to concerns regarding children's development. They work in partnership with parents and outside professionals, such as speech and language therapists and equality and inclusion professionals. This ensures that children are receiving consistent support towards their next steps in development. n Children's physical development is supported well. For example, children enjoy activities such as posting corks into a container and threading beads onto string to make bracelets. This supports their hand coordination and strength in preparation for writing. Outside, children learn to ride bicycles, manoeuvring them around objects. They show control over balls and explore a variety of ways

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need to do better?

to use them, including kicking, throwing and rolling. n Parents are provided with regular opportunities to speak to staff, for instance, during pick-up and drop-off times, at dedicated parents' evenings and regular coffee afternoons. Staff share information, including about children's current levels of development, their next steps in learning and how these can be further supported at home. This provides continuity of care for children's learning and development. n Staff are keen for children to learn about the world around them and the people in their local community. For example, they take the children to the church at harvest time, where they learn about giving to those in need. The pre-school has also developed strong relationships with local schools. For instance, class teachers come to visit the children in pre-school and read stories to them. This positively supports children's emotional development and preparation for future

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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 develop staff's teaching skills even further to help children extend their knowledge of mathematical concepts.

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Setting details

Unique reference number 2818974 Local authority Kent Inspection number 10393054 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 58 Name of registered person Leybourne Pre-School Limited

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reference number

Telephone number 07702835171 Date of previous inspection Not applicable

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Information about this early years setting

Leybourne Pre-School registered in November 2009 and then re-registered in November 2024 as Leybourne Pre-School Limited. The pre-school is open Monday, Tuesday, Wednesday and Friday from 9am to 3pm and on Thursday from 9am to midday, term time only. The pre-school employs seven members of staff, six of whom hold qualifications at level 3. The pre-school receives funding for eligible children.

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Inspection activities

n The provider 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 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 provider and the inspector carried out a joint observation during snack time. n Parents and grandparents shared their views of the setting with the inspector. n The provider showed the inspector documentation to demonstrate the suitability of staff.

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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

23 April 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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