Barham Pre-School

Inspection of Barham Pre-School Valley Road, Barham CT4 6NX

p.1

Overall effectiveness Good

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

p.1

The provision is good

Staff greet children with enthusiasm as they arrive, taking a genuine interest in the children and their families. Children enjoy voting for the story they would like to hear later in the day by placing a stone next to their chosen book. This supports them to come in happily and they settle quickly to the many exciting resources on offer. Staff create a safe and nurturing environment where children are happy to explore and have fun.

p.2

The provision is good

Staff listen to children and take into account their views about what they would like to learn. Staff then plan creative activities to support children to explore and investigate their chosen topics. For example, children recently asked to learn about flowers and growing. Children excitedly look to see how much their bean plants have grown and carefully water the flowers outside, learning about what they need to thrive. This supports children's feelings of self-worth and their focus and interest in the topics being taught.

p.2

The provision is good

Children have access to a good-quality curriculum through the wide variety of exciting activities and experiences provided. Staff foster children's inquisitive nature and regularly provide books and use tablets together to further their understanding and knowledge. They have warm relationships with the children and support them to build good peer friendships. For example, children enjoy turn-taking games and working together as a team to build a den outdoors. Children learn to become independent, as staff model new skills for them and shower them with praise. Staff provide a well-rounded curriculum where children learn to be curious, confident, respectful and kind to others.

p.2

need to do better?

n The new management team leads the setting successfully and has a strong team of staff who work well together. A range of new working initiatives have been successfully applied, including changes to curriculum planning. Staff have been well informed of these changes. They are good at identifying and implementing the intended learning for adult-led activities to ensure all children make good progress. However, on occasion, staff are less confident in how to plan and support precise, targeted next steps in learning for some children. This means that, at times, children do not receive specific enough support to rapidly close any gaps identified in their learning. n Staff sequence the curriculum so that children can explore, practise and learn new skills. They frequently encourage children to recall previous learning, check children's understanding and help them learn more over time. For example, children excitedly remember the words 'tadpole', 'froglet' and 'frog' when reading

p.2

need to do better?

stories about the frog life cycle. Staff expertly extend this knowledge later in the

p.2

need to do better?

14 May 2025 day, introducing new concepts such as 'what is an amphibian?' Children show great pride in their new learning and rush to staff to tell them what they have found out. n Children develop good problem-solving skills. Staff use open-ended questions to support their thinking. For instance, children relish in creating their own design for building a den. Staff then encourage children to think for themselves about how to build it, including what materials to use and how to make it big enough. This promotes children's natural curiosity and builds a love of learning. n Staff are good role models for children. They build warm relationships with children that are built on respect and kindness. They often support children to play with each other and to listen to each other's ideas. For example, children giggle together as they make pretend pizza and cakes with mud and flowers. n Staff give children plenty of opportunities to take part in group learning

p.2

need to do better?

experiences, ready for moving on to school. They are clear with their expectations for behaviour, such as listening to each other, sitting well and being involved. Most children thoroughly enjoy these group times and grasp the learning well. However, sometimes, staff do not fully consider the needs of the younger children, who find it hard to focus their attention for longer periods. This means some children lose interest and become distracted. n Parents speak positively about the nursery and staff. They say that their children enjoy attending and that the staff are kind and caring. Staff are good at creating a two-way flow of information with parents, where ideas to support learning at home are consistently shared. n Leadership works closely together to strive to provide all children with the best environment and learning experiences they can. Leaders are highly supportive of their staff. Staff feel listened to and empowered to contribute their own ideas.

p.3

need to do better?

The whole team is ambitious and motivated. The team members work together to provide high-quality care and education for all children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n provide further support for staff to build their confidence and knowledge to help all children receive any targeted support they need to close gaps in their learning n strengthen the organisation of group times so that all children, particularly the younger ones, remain focussed and engaged in their learning.

p.3

Setting details

Unique reference number 127001 Local authority Kent Inspection number 10398561 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

p.4

inspection

Total number of places 20 Number of children on roll 39 Name of registered person Barham Pre-School Committee

p.4

reference number

Telephone number 07941 829647 Date of previous inspection 30 October 2019

p.4

Information about this early years setting

Barham Pre-School registered in 1994 and is situated in the grounds of Barham Primary School in Barham, Kent. It is open each weekday during term times only, on Monday to Friday, from 9am until 3pm. There are eight members of staff, six of whom hold appropriate early years qualifications at level 3 or above. The pre- school receives early education funding for children aged two, three and four years.

p.4

Inspection activities

n The manager and the inspector completed a learning walk together and discussed their curriculum. 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 Staff spoke to the inspector during the inspection. n Parents shared their views of the setting with the inspector.

p.4

Inspection activities

14 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.

p.4

Inspection activities

14 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6