Killisick Pre-School

Inspection of Killisick Pre-School Coppice Farm Primary, Laver Close, Arnold, Nottingham NG5 7LS

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Outstanding Overall effectiveness at previous inspection Good

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The provision is good

Children arrive happily and settle quickly into the welcoming pre-school. They are greeted warmly by staff, who know them well and value them as individuals. Children feel safe and secure as a result of nurturing relationships that prioritise their emotional well-being. They develop strong bonds with their key person and show confidence in exploring both indoor and outdoor areas. Children are highly engaged in purposeful play. They have freedom to choose from a stimulating and carefully planned environment that reflects their interests and developmental needs. Independence is strongly promoted. Children are encouraged to put on coats, pour drinks and serve themselves at snack and mealtimes. They are proud of their achievements, for example mastering the 'magic coat trick' or peeling fruit for their peers.

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The provision is good

Children's development is skilfully supported. Staff model new vocabulary, use sign language, visual aids and respond sensitively to children's needs. Children enjoy conversations with adults, who listen attentively, extend their ideas and follow their lead in play. Children's behaviour is positive and reflects the calm, consistent guidance of staff. They learn to share, take turns and show kindness to others. Children develop care and empathy through community links with the local elderly care home. Staff celebrate diversity with pride and promote understanding of different cultural celebrations with both children and parents. Overall, children thrive in this pre-school. They grow in confidence, independence and resilience and are exceptionally well prepared for the next stage of their education.

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need to do better?

n Outstanding leadership and management drive continual rapid improvement. Leaders reflect on all aspects of the provision and promptly take actions to make improvements where needed. For example, they have made significant changes to strengthen the curriculum. Leaders ensure that staff receive focused and highly effective support to promote their professional development. Recent training in fine motor development, mathematics and emotional coaching has led to improvements in planning a strong curriculum that strives for the best outcomes for children. Professional development, support and staff well-being is a priority. Staff feel exceptionally well supported by leaders. This results in high staff morale, strong teamwork and effective interactions with children. n Staff embed a language-rich environment through modelling, narration and signing. For example, during a mathematics activity, staff model creating

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need to do better?

patterns with conkers and pine cones. Staff compare opening a spiky conker shell to finding 'treasure' and encourage children to talk about how this makes them feel. Staff extend children's learning to create shapes with the conkers and progress on to counting and properties of shape. Children make good progress

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need to do better?

25 September 2025 from their starting points. However, on occasion, delivery of the curriculum is inconsistent in how individual children's needs are fulfilled. n Children with special educational needs and/or disabilities (SEND) are very well supported. Highly skilled staff and dedicated one-to-one support enables children to access the carefully-thought-out curriculum. Leaders secure prompt external support and ensure the effective use of additional pupil premium funding. Staff are patient and knowledgeable. They purposefully balance close interaction with giving children space, which fosters confidence and independence. n Partnerships with parents are strong. Staff work sensitively with families, particularly during transition periods into the setting and beyond. Staff adapt settling-in arrangements and providing practical resources, such as home learning activity bags and information packs. Parents describe staff as

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need to do better?

'wonderful' and value the care, workshops and consistent communication. As a result, parents feel supported and a part of their children's learning journey. n The pre-school celebrates diversity and promotes inclusion at every opportunity. Children's cultural identities are celebrated through information gathered from their family culture wheel, photos and a world map display. Celebrations are adapted with sensitivity, ensuring all families feel respected and represented. Children learn empathy, respect and tolerance. They fully embrace fundamental British values in their daily experiences. Children who speak English as an additional language are supported well. Staff use translation resources, pictures and additional one-to-one support. n Staff create high-quality stimulating environments, both indoors and outdoors. Staff promote curiosity, creativity and independence. Children engage in exciting opportunities, such as gardening, cooking, music and movement sessions. The

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need to do better?

pre-school's projects, visitors, charity work, and community partnerships broaden children's cultural capital and deepens their understanding of the world.

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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 increase consistency in how staff deliver the curriculum to children on an individual level.

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Setting details

Unique reference number EY412544 Local authority Nottinghamshire County Council Inspection number 10408076 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 30 Number of children on roll 46 Name of registered person Killisick Pre-School Committee

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reference number

Telephone number 0115 8598143 Date of previous inspection 24 January 2020

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Information about this early years setting

Killisick Pre-School registered in 2010. It is located in Nottingham. The nursery employs seven members of childcare staff. Of these, one holds an appropriate early years qualification at level 6 with early years professional status, one has a level 6 early years qualification without early years professional status, three have a level 3, one has a level two and one is working towards her level 3. The nursery opens from Monday to Friday during term time only. Sessions are from 8.50am until 3.35pm. The pre-school provides funded early education for two-, three- and four- year-old children. It supports children with SEND.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. 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 setting. 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 and discussed their findings. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

25 September 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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