Val Robinson Childcare, St. John's Preschool

Inspection of Val Robinson Childcare, St. John's Preschool St. John & St. Matthew Vicarage, South End Road, RAINHAM, Essex RM13 7XT

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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 Good

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The provision is good

Staff provide a safe and welcoming environment. There is an established key- person system, which supports children to settle and ensures that their individual needs are met. Children form close bonds with staff, which nurtures their sense of security. Children confidently interact with others and make choices about their play. Children with special educational needs and/or disabilities (SEND) and those experiencing deprivation are very well supported. Leaders work closely with parents and other professionals to create effective plans for children. They ensure staff are well trained and use additional funding effectively to provide extra support and resources. As a result, all children access high quality learning experiences and make good progress from their starting points.

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The provision is good

Staff have high expectations for children. They model respectful attitudes and provide consistent reminders about rules and boundaries. This helps children to understand expectations and they behave well. The curriculum is ambitious and helps to prepare children for their next stages in learning. This includes a strong focus on developing children's independence and managing their own personal care needs, which prepares them well for starting school. Staff plan activities based on children's interests and recent assessments. Therefore, learning experiences are engaging and ignite children's enthusiasm for learning. For instance, staff recognise children's enjoyment in pretending to be hairdressers and set up a role play area, to further support this interest and children's communication and social skills.

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need to do better?

n Children have lots of interesting opportunities to develop their mathematical knowledge. For example, they explore shapes and sizes as they construct with magnetic tiles and learn about larger numbers as they measure the height of their friends. Staff use skilful questioning to further extend children's thinking, such as, considering how to make items less heavy or how many objects are needed to fill a container. This helps children to become confident problem solvers. n The support for children's speech and language is generally good. Staff comment, sing and converse with children throughout the day. They identify children who need help to develop their communication and provide specialised activities to boost their language skills. However, staff do not always remind children not to shout out during discussions or to lower their voices when they become excited. Therefore, at times the noise levels in the setting are high,

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need to do better?

which makes it harder for some children to hear or be heard. n Overall, staff promote children's early literacy skills well. Children have lots of playful opportunities to develop the muscles needed for early writing and they enjoy making marks. Older children learn to hold pencils correctly and some can

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need to do better?

22 May 2025 write their own names. Books are readily available, and staff read to children individually and in groups. However, they do not consider how to engage those children who are not interested in books. Therefore, some children miss out on the rich language and learning opportunities that books provide. n Staff value the diversity of the families which use the setting. They provide resources that reflect different communities and celebrate various festivals and cultural events. Children who speak English as an additional language are well supported. Staff take the time to learn key words in their home languages and translate information for parents. Staff also introduce children to the wider community and people who help us. For example, staff arrange visits from fire fighters and a dental nurse. These diverse experiences encourage children to respect others and to value their own uniqueness.

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need to do better?

n Staff are very good role models and teach children important social skills, such as using good manners and waiting for their turn. They are quick to recognise and praise children's efforts and achievements, which boosts children's self- esteem and inspires them to behave well. This is reflected in children's kind and thoughtful actions towards others. For instance, older children willingly share resources when playing with their friends. n Partnerships with parents are a strength. Staff ensure parents are kept up to date about their children's progress and suggest ideas to further support learning at home. Parents comment on staff's kindness and genuine affection, which enables their children to thrive. They describe how their children have progressed in 'leaps and bounds' since joining the setting.

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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 help staff to reduce noise levels which may impact on children's ability to hear and be heard n support staff to further enhance the use of stories and books throughout the setting, to foster all children's interest in books and reading.

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Setting details

Unique reference number EY542790 Local authority Havering Inspection number 10380325 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 32 Number of children on roll 51 Name of registered person Val Robinson Childcare Services Limited

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reference number

Telephone number 01708 559099 Date of previous inspection 5 June 2019

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Information about this early years setting

Val Robinson Childcare, St. John's Preschool registered in 2017. The setting is in Rainham, in the London Borough of Havering. It is open each weekday from 8.45am to 2.45pm, during term times only. The provider employs seven members of childcare staff, all of whom hold childcare qualifications at level 2, level 3 or level 6. The setting offers government funded early education for children aged two, three and four years.

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Inspection activities

n The manager showed the inspector around the premises and explained the curriculum and how the provision is organised to promote children's welfare and learning. n The inspector observed the quality of the education and considered the impact on children's learning. n Leaders met with the inspector to discuss the leadership and management of the setting. n The inspector spoke with parents, staff and children, to find out their views and experiences of the setting. n The inspector completed a joint observation with the manager. n The inspector reviewed key documents including staff qualifications and suitability. n The inspector read parents written views of the setting.

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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

22 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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