St Matthew's High Brooms Pre-school CIO

Inspection of St Matthew's High Brooms Pre-school CIO St. Matthews High Brooms Pre School, St. Matthews Church Hall, High Brooms Road, Tunbridge Wells TN4 9DA

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Staff create a setting that children thoroughly enjoy. The key-person approach is well embedded. Staff have a detailed understanding of children's emotional and developmental needs. For example, staff know when children need gentle guidance and very swiftly put support in place for them to maintain their high levels of well- being. Staff help children to develop close and nurturing relationships with their peers and enjoy each other's company. For instance, older children have a strong awareness of the needs of the younger children and are patient and very caring. Children become easily engrossed in play and are highly motivated learners. For example, children sit and play very well together to build tall towers with building blocks. They negotiate and take turns excellently. This demonstrates the respectful and incredibly calm environment staff create for children.

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The provision is good

Staff enable children to access a broad and ambitious curriculum at this inclusive setting. For example, staff learn about children's experiences at home and help to extend on what children know and can do. Additional funding is used well to build on children's experiences. For instance, children enjoy additional sports coaching sessions to help focus their listening and attention skills in addition to the physical development benefits.

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need to do better?

n Staff receive good support to fulfil their job roles. Staff report high levels of well- being and support from leaders. For example, staff share that there is an open and supportive culture where they feel valued. As a team, staff discuss training and consider any developments that they can implement into the setting. Children remain at the centre of everything staff do. n All children make good progress in their learning and development. Children with special educational needs and/or disabilities thrive. Staff have an excellent understanding of how to view the setting from a child's perspective. This has given them a valuable insight into how to support each child's specific needs with an outstanding impact. n Staff are excellent role models for children. They show how to respectfully speak to other people and value their opinions. For example, staff skilfully create discussions between children about their favourite stories, and they actively

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need to do better?

participate and listen to each other. As a result, children learn to be kind and caring and value friendships with children and adults. n Staff skilfully support children's communication and language development with great success. Children of all abilities have opportunities for their skills to be nurtured over time. For instance, staff show an acute interest when children initiate discussions. Staff use probing questions to extend conversations, which encourages children to further describe and articulate their point.

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need to do better?

15 May 2025 n Staff ensure that children have good opportunities to play outside. For example, children radiate excitement and enjoyment as they squeal with laughter during water play. Staff help children to learn what is the appropriate clothing to wear outside. For instance, they encourage children to explore how the weather might feel before deciding on what they should choose to wear. This helps children to learn to make choices for themselves and helps them to be well prepared for their transition to school. n Children learn about the changes in their body as a result of exercise, to support their overall understanding of their own physical development. For example, staff encourage children to rest their hands on their hearts to feel it beating before and after a physical movement session. Children enjoy learning about how to slow their breathing down by taking big breaths at the end of the session. Staff fully recognise the importance of teaching children about their

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need to do better?

personal privacy, but this is not fully reflected in the organisation of the environment, for example the location of nappy changing units. n Partnerships with parents are good. For example, staff ensure that parents have the opportunity to regularly meet with them to discuss their child's development. Parents share that their children are very happy and that staff go above and beyond to support their children.

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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 review and improve the organisation of the environment to more effectively support staff in their aims to promote children's understanding of privacy during personal care times.

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Setting details

Unique reference number 2783335 Local authority Kent Inspection number 10402628 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 40 Number of children on roll 40 Name of registered person St Matthew's High Brooms Pre-school CIO

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reference number

Telephone number 07768 518191 Date of previous inspection Not applicable

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Information about this early years setting

St Matthew's High Brooms Pre-school CIO registered in 2024 and is in Tunbridge Wells, Kent. The setting receives funding for free early education sessions for children aged two, three and four years. The setting is open during term time only, Monday to Friday from 8.30am to 3pm. There are seven members of staff, five of whom have early years qualifications at level 2 or above.

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Inspection activities

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 The managers and the inspector carried out a joint observation. n Parents shared their views of the setting with the inspector. n Children spoke with the inspector during the inspection.

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Inspection activities

15 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

15 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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