Briary Pre-School

Briary Pre-School

Unique reference number (URN): 2742709 Address: Briary Pre-School, Greenhill Road (West), Herne Bay, Kent, CT6 7RS Type: Childcare on non-domestic premises Registered with Ofsted: 01/09/2023 Registers: EYR Registered person: Briary Pre-School CIO

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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

Staff have clear intentions and aims for children for each stage of their learning. They provide highly motivating activities for children to build their strength and move their bodies. A movement break is enjoyed twice a day to support children to reset their bodies and achieve the most out of the session. Children are making excellent progress, particularly those with special educational needs and/or disabilities. Children's individuality and achievements are successfully valued and celebrated. For example, children have their own individual scrap books to display positive images of their achievements, which they love to share with staff and their parents. This supports children's sense of pride, accomplishment and inclusion.

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Achievement Strong standard

All staff establish extremely positive partnerships with parents, who speak very highly of them. They comment that all staff support their children to flourish and that they go 'above and beyond'. Staff communicate with parents daily and keep them up to date with their children's achievements, progress and next steps in learning. Teaching throughout this nursery is of a consistently high standard. As a result, children are making strong progress through the early years foundation stage. Children are incredibly independent in all aspects of their play and self-care. Younger children feed themselves, and older children pour their own drinks. Children tidy up the garden as they leave so that it is ready for another group to enjoy. These skills ensure that children are supported to be ready for school.

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Behaviour, attitudes and establishing routines Strong standard

All children behave extremely well. They immediately respond when staff ring the bell, standing still, followed by tidying up. Children demonstrate that they know the routines of the setting well. Children explain to their friends about being kind, and they follow nursery rules that clearly weave throughout the nursery. This allows children to transition from one activity to another with ease. At mealtimes, staff and children sit together and have lovely conversations about their morning. Staff use every opportunity to develop children's independence skills. For example, children instinctively wash their hands before mealtimes. Children demonstrate a positive attitude towards learning. They show high levels of curiosity and concentration and enjoy engaging in all the activities. Children ask adults questions with high levels of confidence and interact very well with their peers. Children with special educational needs and/or disabilities (SEND) are supported extremely

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Behaviour, attitudes and establishing routines Strong standard

well. Staff create individual plans to support their next development milestone. Staff use a range of strategies and initiatives, such as delivering specific sessions on arrival to support children with SEND to settle quickly. Staff use communication boards and sign language to help children who need it to communicate successfully. Staff explore different rules with children, helping them to think about and understand why they are important. For example, children know how to use the climbing ladder and steps safely in the garden, so they do not hurt themselves or their friends. These skills help children independently explore the environment in a safe and engaging way.

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Children's welfare and wellbeing Strong standard

Staff build close, trusting relationships with children and regularly ask them how they are feeling. Children are able to use picture cards and words to express how they feel. They often think about others and ways to make them happy. For example, they offer their friends a chair at the table and praise each other for 'good sitting'. Staff very successfully encourage all children to develop their independence skills. For example, children confidently collect their water bottle and lunch box and find their space at the lunch table. Children rapidly develop their toileting skills with highly consistent support from staff. This helps to support children to have the confidence to manage tasks by themselves effectively.

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Children's welfare and wellbeing Strong standard

Staff support children's health and wellbeing effectively. They ensure that children's dietary requirements are followed closely and that parents are supported to provided children with a nutritious lunch box. Staff help children to understand the benefit that food has for their bodies. Staff provide children with many opportunities to learn about the importance of oral health. Children learn how to follow a daily routine, such as brushing their teeth twice each day. Staff encourage children to add a little water and toothpaste to their brush, and they sing a song while children brush the germs away. Children happily brush their teeth and proudly share the effect of shiny teeth and nice breath.

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Children's welfare and wellbeing Strong standard

An effective key-person system promotes all children's wellbeing and independence. Children show a particular bond and fondness for their key person, regularly seeking them out to play with. Careful consideration is given to settling new children. Staff stay close to them and make every effort to give them a calm and positive early experience. Throughout the day, staff talk to children about the value of being healthy and the impact it has on their bodies. Children understand the importance of nutritious food, and staff help them to identify healthy foods in their lunch box. The positive impact of the setting's approaches can clearly be seen through the children's daily choices.

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Curriculum and teaching Strong standard

Children benefit from the carefully planned and sequenced curriculum, which builds on what children can do and what they need to learn next. Staff use regular meetings and team discussions to identify and close any gaps in children's learning. Where gaps are identified, staff are quick to implement effective strategies to address them. This ensures that the curriculum is highly ambitious and targeted for all children. Children with special educational needs and/or disabilities are supported by individual plans that are subject to regular and thorough reviews to measure the progress children have made. This ensures that timely referrals for specialist advice and support can be accessed when needed.

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Curriculum and teaching Strong standard

Staff understand the importance of songs and rhymes to develop children's communication skills and build vocabulary. Children listen to nursery rhymes and join in with singing and actions throughout the day, which they enjoy. This clearly supports behaviour and routines. The youngest children begin by listening to and learning familiar rhymes, and new rhymes are added to enhance their learning. Children freely access the outdoors, where they can run, climb and practise their balancing skills. They enjoy taking part in regular movement activities, such as climbing ladders and balancing on beams. This helps to build children's strength and coordination.

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Curriculum and teaching Strong standard

Older children are highly engaged in pre-reading and using discussion skills in smaller groups, and they are encouraged to join in with stories and role play. Indoors, children have opportunities to take part in small-group role play about keeping us and others safe from germs, using a doctor's kit. Staff add new vocabulary into children's play, ensuring that staff make the most out of learning opportunities. Staff help children discover mathematics through purposeful counting and measuring activities. For example, while preparing for lunch, children count how many cups and place mats are needed at each table. Children demonstrate excellent mathematical language and are able to use it skilfully throughout the setting. Staff know their key children extremely well. They plan interesting activities that teach children how to care for the environment. For example, children learn how to recycle and the consequences of not looking after the planet. Staff have a clear understanding of

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Curriculum and teaching Strong standard

how to develop children's knowledge about the world around them.

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Inclusion Strong standard

Leaders are deeply committed to children with special educational needs and/or disabilities (SEND), creating an environment where they thrive. They seamlessly create an inclusive provision to make sure that children receive the necessary support to make the progress they are capable of. Leaders work alongside staff and external agencies to plan and implement programmes that help children with SEND. For example, physical activities are used daily to prepare children to learn by ensuring they are mentally and physically alert. Children at this setting make steady and timely progress across all areas of their learning.

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Inclusion Strong standard

Leaders use additional funding to support the individual needs of children highly effectively. They purchase a wide range of resources and provide experiences to support all children to develop their emotional needs and build on their communication and language skills. This has a considerable impact on the progress that children make in relation to their starting points. Leaders and staff are committed to ensuring that all families are provided with a broad range of help and support quickly when needed. Leaders work closely with the local authority and external agencies and share information effectively to ensure that they access further support for families. As a result, children receive coordinated support to prepare them effectively for their future education.

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Inclusion Strong standard

All children are seen as unique individuals. Staff ensure that they recognise each child's uniqueness in the provision they plan for each child. Experienced practitioners work with parents, staff and external professionals to support children. Leaders support staff by giving them time during the week to complete their work and to develop their knowledge through training.

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Leadership and governance Strong standard

Leaders have an excellent understanding of how children learn, and they support staff well. Staff have many opportunities to further their skills and develop their knowledge of the curriculum. For example, staff complete courses that allow them to gain new qualifications and support children in their learning and development. Leaders are highly reflective of the service they provide for children and their families. They recognise the importance of supporting staff in their wellbeing and professional development. This ensures that the quality of experiences for children are of a consistently high standard. Leaders recognise the importance of effective supervisions and continuous professional development. Staff report feeling valued and part of a supportive team. They complete mandatory training courses, such as safeguarding, child protection and safer eating. These help keep children safe.

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Leadership and governance Strong standard

Leaders have implemented robust recruitment procedures, and staff are deployed effectively throughout the day to maintain children's safety. Parents report that leaders go 'above and beyond' in everything they do. They organise parent support groups on subjects such as starting school, toileting and bereavement. Excellent relationships are formed from as early as the registration process. This provides children with a consistent approach to their care and education.

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

Children are warmly welcomed into the nursery by nursery leaders. Children are happy and excited to see their friends and the staff. Staff spend quality time with all children and their families prior to starting at the setting. This helps children to build strong relationships, and children settle quickly. Staff are consistently warm towards children and attuned to the emotional and developmental needs of the children throughout the day. Children have formed strong bonds with staff, who are quick to offer reassuring cuddles when needed. Children demonstrate that they feel safe and secure in this extremely nurturing environment.

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

The provider is passionate about ensuring that an ambitious curriculum is consistently embedded that it enables all children to make excellent progress in their learning and development. Children benefit from a wide range of experiences that appeal to all children and their age and stage of development. Staff confidently understand children's interests and use these to engage them in meaningful play and experiences. Staff encourage children to keep trying during activities. Children are incredibly accommodating and invite other children into their play. The respectful behaviour modelled by staff is mirrored in children's interactions. Staff are consistent with their messages throughout the day, and this has a positive impact on children. Staff use visual signs and pictures to help children understand what is expected of them, which leads to happy, settled and motivated learners.

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Inspector:

Collette Bradshaw Staff promote children's excellent progress in learning to communicate. Children develop a rich vocabulary. Leaders ensure that all children, including children with special educational needs and/or disabilities, make rapid progress in their learning, and especially their communication and language development.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged learners, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, children and the special educational needs coordinator 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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Address:

Briary Pre-School Greenhill Road (West) Herne Bay Kent CT6 7RS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Briary Pre-School CIO

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 15:30

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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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