Conkers Preschool

Inspection of Conkers Preschool The Gate Sindlesham,1 Bearwood Road, Sindlesham, Wokingham RG41 5BB

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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

Managers and staff provide a nurturing and caring atmosphere for children to learn in. The small numbers of children help the environment to be calm. Children arrive happily and settle quickly. Managers and staff support them to engage in play and activities. Some children choose to play independently. Some prefer to play collaboratively with their friends, for example building a train track or discussing what animals eat. Children concentrate well and staff engage in their play and chosen activities, such as role play with dolls. Children develop strong attachments and relationships with managers and staff. This helps them to feel safe and secure and, in turn, be ready to learn.

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The provision is good

Managers have a really clear vision of where they want the setting to be and are ambitious for the children and staff. The pre-school ethos is learning through play. Managers and staff use this approach to build good foundations for children's ongoing learning. They provide a wide range of activities and experiences to cover all areas of learning. The arrangements for children with special educational needs and/or disabilities (SEND) are effective. This also applies to those who are deemed to be disadvantaged. Managers spend additional funding appropriately, such as to provide additional consumable resources to support much-loved sensory activities.

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need to do better?

n Managers are very clear about the learning intentions of planned activities and how they can be differentiated according to children's stages of development. Also, they know how planned activities will support a broad curriculum. For older children, they focus on helping to develop the knowledge and skills they need for school, such as self-care skills, pencil control and following the rules in a game. For the youngest children, the biggest focus is on developing their communication and language skills and their social skills. This supports all children to make the progress they are capable of when they are ready to do so. n Managers have high expectations of staff and the teaching they expect them to undertake, such as providing commentary, demonstrating, extending language and introducing new vocabulary. Staff are involved in the planning process to ensure they understand the learning intentions. This helps them to support

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need to do better?

children effectively each day. However, at times, managers do not offer sufficient coaching and mentoring for staff. This does not enable them to take on more responsibilities and provide options for managers to delegate more. n On the whole, managers and staff have a good understanding of children's development from their starting points. They assess where children are at and then provide activities and experiences for what they need to learn next, such as building their counting skills. Due to the small numbers of children, managers and staff know children in their care well and understand their needs. However,

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need to do better?

14 May 2025 they do not work in partnership with other settings children attend to ensure a consistent approach to children's learning. n Children behave extremely well. Staff support them to use a timer to share popular resources, such as the dolls. Children negotiate well. Managers and staff also help them to learn about emotions. Children spontaneously use the emotion cards from the wall to talk about their feelings to their peers. Children understand routines and follow instructions. For example, they help to tidy up and put things back where they belong. This helps children to develop important social skills. n Children develop early mathematics skills. Managers and staff provide written numerals and staff count with them during play. Children enjoy making a number line and balancing on it. Staff encourage them to order the line correctly, helping children to recognise the written numeral and what comes

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need to do better?

next. This supports children to embed their knowledge of number and accurate counting. n Managers and staff place a high priority on children's communication and language development. They ensure children are involved in singing and stories each day. They engage children in two-way conversations. Children feel listened to and valued, with opportunities to share their ideas and what they know. Children talk confidently to staff, their peers and visitors. They enjoy sharing things they have learned and been doing. This helps children to develop a love of books and to be skilled communicators.

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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 partnerships with other settings children attend, to ensure a consistent approach to children's learning n enhance the procedures for the coaching and mentoring of staff to enable them to take on more responsibilities and provide options for managers to delegate more.

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Setting details

Unique reference number 2733449 Local authority Wokingham Inspection number 10398786 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 18 Number of children on roll 19 Name of registered person Love Your Community

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reference number

Telephone number 01184661865 Date of previous inspection Not applicable

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Information about this early years setting

Conkers Preschool registered in May 2023 and is located in Sindlesham, near Wokingham, Berkshire. The pre-school is open each weekday from 9am until 3pm, term time only. It is in receipt of funding for the provision of early education for children aged two, three and four years. The nursery employs three staff who work with children. The manager is a qualified teacher, and one member of staff holds a level 3 qualification.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at pre-school. 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 inspector and manager carried out joint observations of group activities. n The manager 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

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.

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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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