Halling Community Pre-School

Inspection of Halling Community Pre- School Halling Community Centre, 95 High street, Halling, Rochester ME2 1BS

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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 at pre-school very happy and ready to start their day. They instantly engage in play. Staff support children well through personalised settling-in sessions. As a result, children build secure relationships with staff. Children show that they feel comfortable and continue to have high levels of well-being.

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The provision is good

Staff carefully consider how they plan an environment for children that sparks their curiosity and engagement in play and learning. Staff consider children's individual backgrounds to plan a curriculum to help all children learn about topics that they may not have experienced before. For example, staff teach children about the 'Red Arrows' and show them the colours made by aeroplane's smoke. Children enjoy mark making with their own aeroplane with felt tip pens attached.

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The provision is good

Staff create a positive and calm atmosphere. They support children's behaviour well and give gentle reminders, where needed. Children build friendships and interact well with each other throughout the day. For example, children begin discussions with their friends about what they have found in the digging patch. They go on to talk about the bug and what they should do with it. Staff implement a consistent routine, which all children understand. For instance, children know how to line up and walk nicely when moving between the garden and the hall.

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need to do better?

n Leaders have an ambitious vision for the setting. Staff share that they have a supportive team environment and receive good guidance and training. For example, staff hold regular discussions about their observations of children to ensure that children remain engaged and happy in their learning. Consequently, children gain skills to help them for their transition on to school. n Children with special educational needs and/or disabilities (SEND) receive very good support. Staff swiftly identify where children need additional support and work with parents to involve external agencies, where needed, to implement agreed strategies. As a result, children with SEND make good progress from their individual starting points. n Parents share supportive and highly positive feedback about staff. They praise the support that their children receive and the wealth of learning opportunities available. Parents comment on the benefits of regular outside play and the good

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need to do better?

progress their children make. n Mathematical language is woven into all aspects of the day. For example, staff role model counting at key times and help children to measure how long it takes a feather to fall to the ground by counting. Children demonstrate their skills well and place the stones they discover in the garden, in size order. n Overall, staff successfully motivate children to be active, independent learners.

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need to do better?

8 May 2025 They enjoy challenging themselves physically and testing out ideas. For example, children follow each other rolling large tyres, skilfully negotiating through a small tunnel made by tree branches. However, at times, the support children receive to help further their problem-solving skills is not fully developed throughout the staff team. n Staff provide good support for children's communication and language development. They engage children in interesting discussions and include information to extend their knowledge. For example, staff explain about the different types of scones that children have and how they are traditionally eaten with clotted cream. Children enjoy trying the new food at snack time. n Overall, the curriculum is implemented effectively to ensure that all children receive support in all areas of development. However, at times, there are some aspects of the teaching that are not as consistently implemented as thoroughly

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need to do better?

to ensure that children fully benefit. n Staff help children to develop skills to help them be ready to start school. For example, staff work well with the local school that many children move on to attend. They take children on visits to use the school grounds for familiarity. They help children to use facilities that may be different to the pre-school, such as the toilets. This helps children to be confident and reassured.

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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 strengthen the support for children to further their problem-solving skills n monitor the implementation of the curriculum more effectively to identify and address minor inconsistencies within the staff team.

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Setting details

Unique reference number 2800018 Local authority Medway Inspection number 10401762 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 24 Number of children on roll 32 Name of registered person Koala Moon Pre-Schools Ltd

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reference number

Telephone number 07716 909677 Date of previous inspection Not applicable

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Information about this early years setting

Halling Community Pre-School registered in 2024 and is in Halling, near Rochester, Kent. It is one of two settings run by the same provider. The pre-school is open from 9am to 2.30pm weekdays during term time. The provider offers government funded places for childcare. There are seven members of staff. Of these, six staff hold recognised early years qualifications at level 3. There are two members of staff who hold qualified teacher status.

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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 spoke with the inspector during the inspection. 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 Parents and carers shared their views of the setting with the inspector.

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Inspection activities

8 May 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

8 May 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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