Cobham Community Pre-School

Inspection of Cobham Community Pre-School Meadow Rooms, The Street, Cobham, Gravesend, Kent DA12 3BZ

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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

Children thrive in this warm and welcoming nursery. They settle quickly after arrival and immediately become engrossed in their chosen activities. Staff playfully interact with children and are enthusiastic in their approach. For example, they sit in the home corner and mud kitchen with children and encourage them to engage in back-and-forth conversations. Staff praise children for their ability to wait patiently and take turns. They supply constant feedback that raises self-esteem. This improves children's confidence and engages them purposefully in their learning. Staff have high expectations of all children. When children struggle to manage and understand their emotions, they are supported quickly and effectively.

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The provision is good

Children enjoy a large and exciting outside space. They take part in a wide range of activities, such as exploring, investigating and finding out about the natural world. For example, children take pride as they tend to their home-grown plants. They are encouraged to spot birds and learn new vocabulary associated with varieties of trees and insects. Additionally, they watch the process of caterpillars turning into butterflies and learn to take care of stick insects. Experiences such as these inspire children's curiosity and awareness of nature.

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need to do better?

n Staff plan a well-sequenced and ambitious curriculum that focuses on children building secure foundations in their learning. Leaders organise home visits for children, which helps staff gain a valuable insight into their individual needs and interests. Staff implement this into the setting well, and children make good progress from their starting points. Staff know what they want individual children to achieve from the activities they have thoughtfully provided. This means children are well prepared for the next stage in their education. n Leaders and staff are committed to providing the most memorable experiences for children. For example, they invite parents in to share their professional skills as well as facts about their culture and heritage. Children learn about the wider world and what makes people different and unique. Staff take children on visits to the local community, such as to post a letter in the post-box and to visit their

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need to do better?

new school. Leaders use funding appropriately by providing exciting experiences, such as animal handling workshop visits, and the opportunity to take part in a yoga session. n Overall, staff support children's communication and language well through their play. For example, children regularly hear words and repetitive phrases, such as through rhymes and singing songs. Staff read stories with vibrancy and ask children questions to help them think. They introduce new and interesting vocabulary, such as 'delicate' and 'gentle'. However, staff do not always consider how to support children to be more independent when expressing their own

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need to do better?

5 June 2025 thoughts and ideas. n Parents share that they value the setting's approach to building their child's confidence. Staff consider all children, such as those with special educational needs and/or disabilities and those who speak English as an additional language. Children thrive as they are encouraged to build their social skills. There is a strong sense of community, where everyone involved is committed to provide the best possible care and education. n Staff carry out risk assessments to promote a safe environment for children. Children have lots of opportunities to take part in risky play. For example, they ride bikes and climb frames, to help them develop their balance and agility. This helps to develop their confidence and physical skills. However, at times, staff do not consistently provide children with guidance and support to help them understand why some of their choices in play, may affect their own or other's

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need to do better?

safety. n Staff express how well supported they are in their roles. They benefit from regular meetings with the manager and the wider team, where they review the curriculum and are reflective of their practice. Staff have ongoing opportunities to attend further training. This supports staff to continually strengthen their own skills and therefore, continuously improve outcomes for 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 strengthen opportunities for children to develop their speaking skills to independently express their own thoughts and ideas n support staff to help children better understand the impact of their choices and behaviour.

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Setting details

Unique reference number 127119 Local authority Kent Inspection number 10380644 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 28 Number of children on roll 43 Name of registered person Cobham Community Pre School Committee

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reference number

Telephone number 07562 666408 Date of previous inspection 18 June 2019

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Information about this early years setting

Cobham Community Pre-School registered in 1993. It is located in a community hall in Gravesend, Kent. The setting is open Monday to Thursday from 9am to 3pm and Friday from 9am to midday, term time only. It receives funding to provide free early education for children aged three and four years. The setting employs eight members of staff, five of whom hold a relevant early years qualifications at level 2 or above.

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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 their children to learn. 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 spoke to children, to find out about their time at the setting. n Staff spoke to the inspector during the inspection. n The inspector observed the interactions between staff and children. n Parents shared their views of the setting with the inspector. 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

5 June 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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