Cedartree Preschool

Cedartree Preschool

Unique reference number (URN): 2597839 Address: Jubilee Hall, Central Avenue, Sittingbourne, Kent, ME10 4BX Type: Childcare on non-domestic premises Registered with Ofsted: 12/08/2020 Registers: EYR Registered person: Tetita Childcare Limited

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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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Children's welfare and wellbeing Strong standard

The staff consistently reflect on the needs of the children and use this information to plan a highly effective, nurturing environment where children gain a sense of belonging. The leaders are fully aware of the important role outside play has on children's development. The staff make sure that children have daily opportunities to go outdoors to exercise. For instance, they walk to the park to use large play equipment to develop their muscle strength.

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Children's welfare and wellbeing Strong standard

Staff have high expectations for all children and recognise the importance of teaching children about their emotions. For instance, they make use of items such as picture cards to support children in communicating how they are feeling. This supports children as they learn to regulate their emotions and interact with peers.

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Children's welfare and wellbeing Strong standard

Children are taught how to make healthy choices to help maintain their own wellbeing. They learn the importance of cleaning their hands. For example. staff use picture boards to remind children about the steps of washing hands. They talk to the children about why they need to wash away the germs. Staff encourage the children to be independent, especially during mealtimes. They sit with the children while they eat, supporting them in trying new foods and encouraging them to feed themselves. The way in which staff meticulously follow children's individual care routines ensures that children gain a sense of self as they develop their physical and emotional wellbeing.

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Achievement Expected standard

Children are keen to engage in a range of experiences to help develop their knowledge and skills. For example, the children are fascinated by the words 'zig zag' and joyfully practise saying the word as they count the pom-poms zig and zag down the frame. The children are extending their vocabulary as they engage in mathematical activities. Staff monitor children's progress and skilfully expand on their interests. For instance, the children practise their hand-eye coordination as they use crayons to make zig-zag patterns on the paper. Children are busy and eager to investigate the engaging environment. All children, including those with special educational needs and/or disabilities, are encouraged to persevere with activities. This helps to ensure that they make the progress they are capable of. However, occasionally, staff introduce activities focusing on school readiness that may be too challenging and not suitable for the children's current level of

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive behaviour and get on well with staff. The staff know the children and are good role models. For instance, they encourage the children to share and take turns as they look at the different tools in the box. The staff work closely with parents to make sure they are up to date with the children's care routine. For instance, they check how long parents would like their child to sleep for during the day. The leaders work with parents to build positive, trusting relationships. Families appreciate the exchange of information in relation to children's progress and daily updates on activities they have engaged in to support home learning.

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Behaviour, attitudes and establishing routines Expected standard

The leaders understand the importance of punctuality and attendance in supporting children's routines. They work closely with parents to ensure that they put in place individual plans for the children. This helps to ensure that the children receive the support they need to succeed and feel valued within the setting. The staff provide the children with a positive environment where the children are eager to investigate as they make informed choices in their play. Children are confident and know the routines of the day.

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Curriculum and teaching Expected standard

Staff plan a well-sequenced curriculum effectively to support children's learning. For example, they share stories and lead role-play activities about a mouse walking through the deep, dark wood. Staff skilfully use these activities to encourage children to predict which animal the mouse will meet next. The leaders are committed to offering quality experiences for all children and regularly review the activities on offer. For instance, they support staff to recognise how to incorporate mathematical language into children's daily activities, such as counting and looking at shapes. This helps staff to develop and improve the curriculum.

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Curriculum and teaching Expected standard

The children participate in a variety of adult-led activities. Staff skilfully incorporate children's interests and next steps into daily plans. For example, children walk along beams as they practise balancing and develop their physical skills. Staff make effective use of praise to motivate children to have a go and take on new challenges.

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Curriculum and teaching Expected standard

Staff promote children's communication and language development well. They place a high emphasis on expanding children's vocabulary. For example, staff use repetition and commentary to name the foods and describe what they are doing as they have a picnic with the children. However, at times, staff ask too many questions and do not always give children enough time to think and respond, which may limit opportunities for children to further develop their language skills.

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Inclusion Expected standard

The leaders and staff have implemented focused tracking and monitoring of children's development. This helps them to promptly identify any children who may require additional support. The staff have in place clear strategies to enable them to provide focused assistance where it is needed. This helps to close gaps and ensure that each child achieves their full potential. The leaders recognise the importance of ensuring that staff have the skills to support children with special educational needs and/or disabilities. For example, some staff have completed specialised language support training. This enables them to deliver interventions effectively to enhance children's communication and language skills. The leaders have high expectations for every child and collaborate closely with parents and professionals. This helps to ensure that children and families receive any support essential to promoting learning and wellbeing.

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Leadership and governance Expected standard

The leaders have addressed all actions and recommendations from the previous inspection and are committed to improving the service provided. They recognise the strengths and areas for development within the setting and is working with the staff and external agencies to develop the setting. The leaders recognise the importance of having well-trained staff and are focused on helping staff develop their knowledge and skills. For instance, staff complete online curriculum and safeguarding training to help ensure that they provide high-quality teaching experiences for all children. The staff comment that they feel valued, and all state that the leaders support their wellbeing and offer them time to complete training. The leaders engage with parents and have implemented an online monitoring system to help keep them informed about their child's development.

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Leadership and governance Expected standard

The leaders value feedback from other professionals, such as school Reception teachers, to support in preparing children for the next stage of their lives. However, the leaders do not always relay feedback to staff effectively. As a result, staff are not always fully aware of what they need to incorporate into the curriculum throughout the year to support readiness for school.

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

Leaders create a welcoming atmosphere where children feel happy and enjoy their day. Staff are calm and sensitive to the children's needs. The staff have built warm, trusting relationships with the children. For instance, children often reach up to take the hand of their key person as they walk around the setting. The children are confident and eager to explore the interesting range of activities on offer. The staff know the children's interests well and use these effectively to help settle the children. For example, they provide penguin-themed books and activities to link to children's interests and enhance their enjoyment of learning.

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Inspectors:

Sara Garrity Sarah Taylor-Smith Staff provide the children with a range of experiences to explore. For example, they regularly take the children on outings to the shops, such as visits to the supermarket to purchase fruit and vegetables for snack time. This helps to increase the children's understanding of their local community.

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Inspectors:

Supporting children to develop their Independence is a clear focus throughout the day. For example, staff patiently wait for children to put on their coats in preparation for going outside to play. Staff recognise the importance of giving children time to practise new skills.

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Inspectors:

Outside, the children are excited to hunt for bugs while exploring the sounds of leaves underfoot. Staff engage them in conversations about the different textures they encounter, such as smooth leaves and rough bark. The children are inquisitive and eager to investigate and explore the natural world. They are particularly curious about the shadows on the wall. The children watch as the shadows get shorter and taller as they walk around. Overall, the children feel a sense of belonging and are thriving at the pre-school.

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Next steps

Leaders should ensure that children have enough time to think and respond to questions to enable them to develop their language skills further Leaders should support staff to plan activities that are matched to children's stages of development and informed by regular feedback to ensure that all children are ready for school.

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About this inspection

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

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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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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:

Jubilee Hall, Central Avenue Sittingbourne Kent ME10 4BX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Tetita Childcare Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:50 - 15:00

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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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