Manor House Kindergarten Nursery

Inspection of Manor House Kindergarten Nursery Quex Park Estate, Park Lane, Birchington CT7 0BH

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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 Outstanding

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The provision is good

Children are nurtured by dedicated staff in this inviting forest school setting. Staff prioritise children's emotional well-being to ensure that they gently get used to the implemented routines and facilities. For example, staff work with parents and new children, to find out about their interests and what makes them feel happy and nervous. They ensure that they understand what makes the child feel comfortable and settled when exploring the large natural environment. Younger children learn to become confident among an enriching and more enclosed area, before transitioning to the forest school space. Staff have high expectations for all children and encourage them to further their independence. This helps children develop into curious learners.

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The provision is good

Staff provide a variety of well-planned activities to form a highly stimulating curriculum. They praise children's achievements and support their behaviour in positive ways. For example, staff have implemented a 'waiting bench' to teach children that they can take turns in a considerate way. Children learn safety awareness as they learn the rules and boundaries in place. They investigate with their peers, discovering how to manage their own risks during play.

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need to do better?

n Staff ensure that all children, including those with special educational needs and/or disabilities, gain a firm understanding of the world. For example, they take children on walks around the forest and to the on-site farm. Children save their fruit and vegetable peelings, to share with the pigs, goats and chickens. They learn how to take care of living things, as well as gaining an excellent knowledge of a variety of trees, insects and birds. This high-order vocabulary helps children to enrich their understanding and use of language. Children become excellent talkers from a very young age. n The setting has introduced a new 'baby barn' providing care for very young children. Although this is still a very new provision, staff have implemented a welcoming space that caters for babies and toddlers. Children explore engaging resources that appeal to their age and stage of development. Overall, staff work

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need to do better?

well as a team. However, occasionally staff are not always readily available to support each other when needed. This impacts on the smooth running of the setting and the support children receive at these times. n The nursery curriculum focuses on developing children's literacy skills. As a part of this, staff encourage children of all ages to develop a love of books and stories. They ensure that books are read to small groups of children throughout the day. Staff read in interesting and engaging voices, and children enjoy joining in on the parts they know. Additionally, external teachers are used to promote children's imagination and creativity. For example, children learn how to play

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need to do better?

2 June 2025 musical instruments and sings songs from other countries. Children become aware of not only their own community, but that of the wider world. n All children receive support to improve their physical development. For example, babies and toddlers learn to crawl, cruise and walk in safe open spaces. Older children build confidence using equipment designed to get higher and more challenging. Children thrive as they move through these stages of progress. They demonstrate balance and agility as they negotiate the natural obstacle course. n Staff have developed strong partnerships with parents. They share information regularly and parents explain that they feel well informed about children's learning and progress. However, where children attend other early years settings, communication about their development is not yet robust. This means that, at times, children do not consistently benefit from a shared approach to

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need to do better?

their learning. n Leaders and staff demonstrate a strong commitment to continuous improvement through regular staff meetings and supervisions. They participate in training and conduct their own research to develop their skills, to enhance children's experiences even further. Leaders are reflective of the provision they offer and are constantly evolving and adapting the setting to ensure that a high quality of care and education are received by all.

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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 staff deployment and staff team working even further to ensure all children's learning and care is supported to the highest possible levels n strengthen partnerships with other settings that children attend, to promote a consistency of approach in children's learning and development.

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Setting details

Unique reference number EY551890 Local authority Kent Inspection number 10404399 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 Full day care

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inspection

Total number of places 63 Number of children on roll 115 Name of registered person Manor House Kindergarten Ltd

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reference number

Telephone number 01843 227764 Date of previous inspection 17 December 2019

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Information about this early years setting

Manor House Kindergarten Nursery registered in 2016. It is located in Birchington, Kent. The setting is open Monday to Friday from 8.30am until 4pm, term time only. The setting receives funding to provide free early education for children age two, three and four years. This is a forest school nursery. The setting employs 17 members of staff, 12 of whom hold relevant early years qualification at level 2 or above. This includes the manager who is a level 7, two members of staff who hold an early years degree at level 6 and two member of staff who have qualified teacher status.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The managers and the inspector completed a learning walk together to discuss the setting's intentions for 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 spoke with the nominated individual about the leadership and management of the setting. n The inspector carried out joint observations of a group activity with the manager. n The staff provided the inspector with a sample of key documentation on request.

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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

2 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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