Little Acorns (Herne) Pre-School

Inspection of Little Acorns (Herne) Pre-School Topfield, Rear of 71 Norton Avenue, HERNE BAY, Kent CT6 7TA

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children thrive in this nurturing pre-school, where highly qualified staff nurture their unique personalities and needs. Staff provide an inspirational environment that focuses on the children. They seize every opportunity, indoors and outdoors, to enhance children's learning. Each day offers awe, wonder and a rich array of stimulating activities, ensuring children are deeply engaged, are highly motivated and make excellent progress across all areas of development. They form strong bonds with staff, seeking reassurance and comfort when needed, which is consistently provided.

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The provision is outstanding

The leadership team creates a highly ambitious curriculum for all children. There is a clear emphasis on communication and language, independence and confidence. Staff use a wide variety of communication tools, including well-being, language development and phonics programmes. This ensures all children can join in and have a good understanding of expectations of them. As a result, all children make outstanding progress.

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The provision is outstanding

Staff promote children's understanding of appropriate behaviour exceptionally well. They create activities, which engage children for long periods, and this leads to a calm environment. Staff always deploy themselves effectively across the setting and provide opportunities for children to learn about taking risks and challenges in their play. As a result, children show high levels of confidence to approach others and join in activities. For example, during play in the forest area, children confidently ask each other to watch them to make sure they are safe. Staff position themselves nearby to observe and ensure supervision. Children navigate the rustic swing successfully, demonstrating careful risk management. Their friends enthusiastically respond, 'Well done! My turn now.'

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need to do better?

n The quality of education is outstanding. Staff have excellent knowledge of their key children and use this to create inviting activities that engage children. Assessment and tracking are implemented by staff to the highest standard, and gaps in individual children's learning are supported through tailored interventions. This helps all children make excellent progress. n Many children make exceptional progress in their communication and language. Staff make the most of every opportunity to talk with children and encourage conversation. They join in with play, talking about what the children are doing, introducing new words and repeating language back. During choosing time, children explore in small adult-led groups, where rich conversations naturally happen. Staff use specific communication pathway plans and individual one-to- one activities to provide the support children need. As a result, children speak

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need to do better?

25 April 2025 more fluently and are well prepared for the move to school. n A love of reading is actively promoted with both parents and children. Staff design regular stay-and-play sessions, designed to provide parents with ideas to support their children's learning at home. Staff frequently share a variety of stories throughout the day, capturing children's interest and enthusiasm. For example, children enjoy snuggling up with staff in inviting reading areas. Staff make story time engaging and enjoyable, helping to support children's early literacy development. n Children's emotional resilience is nurtured, with clear boundaries and consistent expectations provided by all staff. A tambourine signals welcome time, and all children happily sit together. The welcome routine includes children personally greeting each other and the staff members by name. Children listen intently to staff and others and know to wait until it is their turn to speak. Special one-to-

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need to do better?

one time is used effectively to support those children who need additional support to regulate their emotions, with excellent results. n Children demonstrate exceptional independence. Throughout the nursery, staff offer opportunities and children strive to achieve skills that will support them to progress to their next stage of learning. For example, children learn to put on their own coats and self-serve their food. Children confidently navigate a free- flow environment to independently make choices through their play. n School readiness is embedded throughout the curriculum from the moment children start in the setting. The leadership team works closely with feeder schools to share information with teachers. The leaders then share this information with the staff team and implement it into their curriculum. n Exceptional parent partnerships support children's learning and development. Parents talk fondly of the relationships their children have with the staff team.

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need to do better?

They feel lucky to have a place at the setting and return with siblings. Staff regularly share development information with parents and provide them with clear strategies for supporting learning at home. n Leaders are inspirational and passionate. They motivate their team by working alongside them, promoting outstanding teaching. Leaders foster a culture of reflective practice through meaningful supervision and training. Staff consistently comment that their well-being is a priority and that they feel supported to fulfil their roles.

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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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Setting details

Unique reference number 127322 Local authority Kent Inspection number 10380459 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 32 Number of children on roll 50 Name of registered person Little Acorns (Herne) Pre-School

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reference number

Telephone number 01227 749 317 Date of previous inspection 10 June 2019

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Information about this early years setting

Little Acorns (Herne) Pre-School was registered in 1998. It operates from a mobile unit on the site of Herne Junior School in Herne Bay. The pre-school is open each weekday, from 8.45am to 3.15pm, term time only. The pre-school is in receipt of funding to provide early education for two-, three- and four-year-olds. There are 12 staff working with the children, including the manager. Ten staff hold appropriate early years qualifications at level 3 or above, including one with early years professional status and one with early years teacher status. The pre-school delivers the forest school teaching approach.

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Inspection activities

n The manager and the inspector conducted a learning walk together across all areas of the pre-school and discussed the curriculum. n Children engaged in conversations with the inspector during the inspection. n The inspector spoke with staff at appropriate times during the inspection and took account of their views. n The inspector had a discussion with the leadership team regarding the leadership and management of the pre-school. n The inspector observed the quality of education offered, both indoors and outdoors, and evaluated its impact on children's learning. n The special educational needs coordinator and staff shared insights with the inspector about how they identify and support children with special educational needs and/or disabilities. n The manager and the inspector conducted a collaborative observation during choosing time. n Parents provided their feedback about the pre-school to the inspector on arrival.

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Inspection activities

n The inspector reviewed relevant documentation and assessed evidence regarding the suitability of staff working at 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

25 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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