Christ Church Pre-School

Christ Church Pre-School

Unique reference number (URN): 127105 Address: Christ Church, Old Road East, Gravesend, Kent, DA12 1NR Type: Childcare on non-domestic premises Registered with Ofsted: 13/09/1975 Registers: EYR Registered person: Christ Church Pre-School Committee

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children benefit from a well-sequenced curriculum that helps them to develop positive attitudes. Children are confident communicators, take the lead in their play and show a love of learning. For example, children use their interests and skills to construct with different materials. They talk about size, shape and colour as they play together. All children make progress and extend their learning.

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Achievement Strong standard

Children with special educational needs and/or disabilities receive the individual support that they need so that they can join in fully with their peers. Children have excellent attitudes to learning and are well prepared to start school.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is excellent. Staff are positive role models who are consistent in their approach to helping children to regulate their emotions. They teach children strategies to manage minor squabbles and solve problems for themselves. For example, staff encourage children to share toys and talk about how it feels. Children demonstrate kind behaviour as they tell their friends that they have finished playing so that they can have a turn. Staff create respectful relationships with children, which enables the best possible behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Children know what is expected of them because the routines are well embedded into the setting. Leaders ensure that children arrive on time so that they can start their day together with 'welcome time'. Children know when it is group sessions, time to play and when to help tidy up. This occurs naturally and seamlessly. These clear expectations help children to feel safe and secure. Children look forward to group time where they sing and dance together. This reinforces the strong sense of belonging that children feel and respect that they have for each other. Harmonious routines support children to develop positive attitudes to their learning.

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Children's welfare and wellbeing Strong standard

Leaders prioritise children's welfare and wellbeing through well-structured routines. They develop excellent relationships with children and families so that they have a deep understanding of each child's individual needs. Staff are very observant, which means that they are highly responsive and offer instant support to children. For example, when children are worried, they spend time with their key persons sharing stories and talking about how they feel. The key-person system is well embedded, and this means that attachments are very effective and children feel safe and secure.

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Children's welfare and wellbeing Strong standard

Staff share information daily with parents and carers so that they are well informed and well supported. Parents speak very positively about the support that they receive, especially for those children with special educational needs and/or disabilities. Staff teach children about their health and wellbeing. For example, children wash their hands independently before snack time and talk about washing away germs so that they do not get sick. Staff motivate children to develop a solid foundation for self-care as they serve their own snack, pour their own drinks and then clear away their plates. Children develop key life skills and make their own healthy choices.

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Curriculum and teaching Strong standard

Children immerse themselves in the ambitious and inviting curriculum on offer. There is a strong focus on providing children with outdoor learning experiences to develop an awe and wonder for the natural world. Staff know what each child needs to learn and use their expert teaching skills to weave the curriculum into children's play. For example, as children play hopscotch, staff support them to explore numbers. Children who can count with confidence are encouraged to recall numbers backwards and then match objects to the numerals. Older children show younger children how to write numbers. These high-quality interactions mean children excel in their learning and development.

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Curriculum and teaching Strong standard

Staff think carefully how to organise the environment so that children's learning is purposeful. They promote children to make their own choices, build their vocabulary and expand their language skills. Children show high levels of involvement in their learning and are proud of their achievements. Staff acknowledge these with lots of praise, which boosts children's self-esteem and motivation. Staff are sensitive when to involve themselves in children's play to extend their learning and when children need time to explore independently. This creates opportunities for sustained play as children develop their problem-solving and social skills.

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Inclusion Strong standard

Leaders make sure that building relationships with children and their families is a priority. This ensures that all staff have secure understanding of children's individual needs. They strive to work in collaboration to fully include all children. For example, leaders work with external professionals to access training and remove barriers for children with special educational needs and/or disabilities (SEND) and enhance the provision. This means that all children can access the exciting curriculum on offer. Leaders use additional funding to make considerable enhancements to the outdoor environment. This has made a sustained difference for all children, especially for those who do not have access to outdoor learning experiences.

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Expected standard

Leaders' priorities for inclusive practice makes a difference to the opportunities of children with SEND. Parents' feedback is extremely positive. They explain the considerable impact that staff make to their children's experiences. For example, staff create communication booklets so that children with a language delay can communicate their needs and make their own choices. This enables all children to make positive progress against their next steps and thrive in the setting.

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Leadership and governance Expected standard

Leaders are highly reflective. They initiate change to make a difference to the education that children receive, especially those who are disadvantaged. Leaders have open conversations with staff through supervision sessions and staff meetings. Together, they identify areas for improvement. For example, staff highlight that they would like to know more about how to meet the specific needs of younger children. Leaders are quick to respond and organise bespoke professional development as a team. This ensures that there is a consistent approach with a focus on the best interests of children.

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Leadership and governance Expected standard

Leaders work as part of a local collaboration to share good practice in their community. They have an oversight of local issues and support from a large range of other professionals. For example, staff engage with specialists to support children with special educational needs and/or disabilities. However, they have not yet established effective partnership working with other settings that children attend. This means that there is no consistency when sharing information about children's care and learning. Staff feedback that they are very happy in the roles and their wellbeing is a priority. This helps to create a community in which children are happy and thrive.

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What it's like to be a child at this setting

Children thrive in the care of passionate and experienced staff. They receive a warm greeting on arrival and separate with ease from their families. Staff take time to speak to parents and carers to find out how children are. This means that they can respond and support them throughout the session. Children start each day with a group welcome. This helps children to feel a strong sense of belonging and settle into the morning routine. Children show high levels of confidence as they choose what they would like to do. They are curious and enthusiastic as they take the lead in their learning. Leaders and staff value the voice of each child, which helps children develop positive relationships.

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What it's like to be a child at this setting

Promoting teamwork and collaboration is a strength of the curriculum. Children work together and remain focused for long periods of time. For example, they work as a team to

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Inspector:

Jennie Winchcombe build a tunnel to roll a ball down. They use their critical thinking and problem-solving skills as they test out their theories. Staff are on hand to support children and give them lots of praise for their successes. Children are proud of their achievements as they celebrate with their friends.

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Inspector:

Leaders are passionate about the outdoor experience that they provide children. They understand the need for children to explore nature and be physically active. Children take walks in the local community and attend forest school sessions. In the forest, children climb trees and make fires to enjoy hot chocolate after a morning of fun and exploration. Staff support children to learn about their capabilities and when to ask for help when they need. This helps children to keep safe. Leaders make sure that children are self-assured, confident and curious learners.

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Next steps

Leaders should develop effective partnership working with other settings that children attend to help provide continuity in children's learning and development.

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About this inspection

The inspector spoke with leaders, special educational needs coordinator, parents, children and staff during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

Christ Church Old Road East Gravesend Kent DA12 1NR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Christ Church Pre-School Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:15 - 12:15

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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