Kings Park Pre-School

Inspection of Kings Park Pre-School Kings Park School, Kings Park, Dereham, Norfolk NR19 2AH

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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 are warmly welcomed by friendly staff who create a calm and relaxed atmosphere. Children settle quickly. Staff create close relationships with children as they get to know them and their families well. Staff assess children's development. They identify where extra support is required and tailor experiences to suit children's individual needs and interests. Staff also offer children choices and children decide to play bingo with their friends. Children, including those with special educational needs and/or disabilities (SEND), make good progress with their development.

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The provision is good

Staff promote children's independence. Children wash their hands before mealtimes and manage their own personal care needs. At snack time, children dish up their own fruit and pour their own drinks. Staff promote good health, teaching children the importance of brushing their teeth. Staff implement a flexible routine ensuring children have enough time to finish their learning without interruption. Staff are patient but firm when promoting children's behaviour. They explain the golden rules of the setting and why rules are in place. Children behave well and are kind and caring towards each other. They use their manners independently. Children learn how to look after the pre-school pet tortoise, developing empathy and responsibility.

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need to do better?

n Staff keep children safe. Children learn the importance of wearing hats and drinking plenty of water when they are playing in the sun. Staff access the medical training they need to care for children's health needs. They adapt activities so that all children can participate. Children develop their physical skills by using climbing apparatus and obstacle courses outside. They spend time indoors exploring how to create shapes with kinetic sand which supports their manipulative skills. n Staff plan topics to teach children about the world around them. They are currently learning about insects. Staff teach children how caterpillars change into butterflies and children paint pictures of ladybirds to add to their display. Outside, staff give children a list of insects to find. They help children think about where insects live and where to look for them. They dig holes in the mud to find worms and look for cobwebs so they can find spiders. Children enjoy

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need to do better?

ticking insects off their list. This supports their developing literacy skills. n Children develop good speech and language skills. Staff read stories to children enthusiastically and encourage them to join in with familiar phrases. Staff speak clearly to children. They extend children's vocabulary, teaching children the names for different herbs and insects such as millipede and earwig. Children spend time investigating the water wall. Staff teach children how water moves

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need to do better?

1 July 2025 through the pipes. n Staff set up activities to help children's understanding of number and quantity. Children match the correct number of pom -poms to the corresponding number. Staff help children count the number of spots there are on the ladybirds they paint. However, teaching strategies are sometimes inconsistent. Staff occasionally rely too heavily on questioning without extending learning for the most able children. This limits opportunities for deeper challenge. n Parents speak highly of the setting. They appreciate the regular communication they receive about their children's progress. They enjoy participating in outings to the farm and visiting the pre-school for story cafes. This helps parents to engage with their children's learning. Parents trust staff to keep their children safe. Staff develop positive working relationships with local schools so that they can support children with transitions. They also work closely with other

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need to do better?

professionals to meet the needs of children with SEND. n Staff feel well supported and valued by leaders. They have regular supervision meetings to review their practice and access a range of training opportunities. However, leaders do not have a systematic approach to supporting staff develop their teaching skills. Leaders have an accurate view of the pre-school. They reflect on their provision and identify areas to further develop. They have plans to install a new outdoor classroom so children can learn more about the world around them.

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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 support staff to develop their teaching skills so that all children have consistent access to high quality learning opportunities.

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Setting details

Unique reference number 257907 Local authority Norfolk Inspection number 10398366 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 22 Number of children on roll 27 Name of registered person Kings Park Pre-School Committee

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reference number

Telephone number 01362 699423 Date of previous inspection 17 October 2019

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Information about this early years setting

Kings Park Pre-School registered in 1992. The pre-school employs four members of childcare staff. Of these, three hold appropriate early years qualifications at levels 2 and 3. The pre-school opens from Monday to Friday during term time. Sessions are from 8.30am until 3pm. The pre-school offers government funded places for all eligible children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. 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 The inspector spoke with the nominated individual about the leadership and management of the pre-school. 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 the deputy manager carried out a joint observation of a creative activity. n Parents shared their views of the setting with the inspector.

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Inspection activities

n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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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

1 July 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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