Ladybird Kindergarten

Inspection of Ladybird Kindergarten Little Warley & Childerditch Village Hall, Magpie Lane,Little Warley, BRENTWOOD, Essex CM13 3DZ

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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 Inadequate

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The provision is good

Children are content, settled and confident in this welcoming setting. When they arrive, children quickly settle into one of the many activities or experiences provided for them. Staff treat the children with kindness and respect and are good role models. They encourage and praise children throughout the day. The provider has high expectations for children's behaviour and has implemented positive behaviour strategies. As a result, children know what is expected of them and are well behaved. They are kind, considerate and polite to one another. For instance, they check if their friends have finished a puzzle before they take it for themselves. In addition, they support each other during art activities, explaining to one another what they need to do next to create hens made from paper plates.

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The provision is good

The provider has a clear vision of what it wants children to learn and achieve and has high expectations for all children. There is a well-thought-out curriculum in place that is adapted according to the needs of the children attending. Key persons plan appropriate next steps in children's learning that build on what they already know and can do. This means that all children receive the support that they need so they can make progress in relation to their starting points.

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need to do better?

n The provider has worked hard since the last inspection to implement the required changes and is committed to providing high-quality care and education for children. It welcomes support from its local authority advisers and seeks relevant training opportunities. n Key persons establish positive relationships with the whole family and get to know the children well. Clear procedures are in place to find out children's starting points, and appropriate methods are in place to track children's progress through their time at the setting. This helps key persons plan appropriate next steps that build on what children already know and can do. However, the procedures in place to ensure that supply staff are aware of children's next steps are not fully effective. n Children are effective communicators. They are confident to ask for help and support when they require it and make their thoughts and feelings known

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need to do better?

throughout the day. They sing songs with enthusiasm and join in with the actions. Learning opportunities introduce children to concepts such as rhyming. In addition, staff draw children's attention to the initial sounds in words. This supports children's communication and language development. n Mathematical concepts are introduced to the children throughout the day. Staff use activities to introduce concepts such as 'more', 'less' and 'equal'. For example, after a game of pairs, they encourage children to make predictions and test them out using the stacks of cards they have won. Children spontaneously

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need to do better?

9 July 2025 introduce mathematical language into their play. They use language related to time and use their fingers to represent numbers. During a beanbag game, they count how many beanbags they have. They discuss the number of beanbags they have with friends, and this encourages their friends to do the same. As a result, children are acquiring early knowledge of mathematics in preparation for later learning. n Children show good levels of independence and confidence. When they arrive, they hang up their own coats and bags. During free play, they make independent choices about how they spend their time. They handle their own toileting needs and open their food packets at lunchtime. This helps children prepare for their next stage of learning and later life. n The provider is focused on building strong partnerships with parents. As a result, parents are very positive about the setting. Parents report that their children

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need to do better?

have made progress in their development since starting at the setting and are happy to attend. They are kept informed of their children's progress and next steps to enable them to support their children's learning at home. n Robust recruitment and vetting procedures are in place at the setting to ensure that all staff are suitable. Appropriate induction procedures are in place so that staff are aware of their roles and responsibilities. However, to help raise the quality of teaching to an even higher level, supply staff require more focused support and coaching.

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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 the arrangements to share information with supply staff about children's next steps in learning n enhance the supervision and coaching provided for supply staff to raise the quality of teaching to an even higher level.

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Setting details

Unique reference number 508724 Local authority Essex Inspection number 10396707 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 24 Number of children on roll 13 Name of registered person Harvey, Christel Monika

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reference number

Telephone number 01277 212288 Date of previous inspection 28 February 2025

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Information about this early years setting

Ladybird Kindergarten registered in 1993. It is located in Little Warley in Essex. The kindergarten operates on Tuesday and Friday from 9.15am to 12.15pm, and on Monday, Wednesday and Thursday from 9am to 3pm. There is one member of childcare staff, who holds an appropriate early years qualification at level 3 or above. The kindergarten provides funded early education for all eligible children.

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Inspection activities

n The provider and the inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The children communicated with the inspector during the inspection. 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 and assessed the impact that this is having on the children's learning. n The inspector and the manager carried out an observation. n The inspector spoke to several parents and grandparents during the inspection and took account of their views.

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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

9 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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