Kennet Valley Caterpillars

Kennet Valley Caterpillars

Unique reference number (URN): 2510516 Address: Holybrook Centre, Carters Rise, Calcot, Reading, Berkshire, RG31 7YT Type: Childcare on non-domestic premises Registered with Ofsted: 12/02/2019 Registers: EYR, CCR, VCR Registered person: Caterpillar Preschools 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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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate consistent positive behaviour and attitudes to learning. They settle quickly and show that they feel very safe and secure following the familiar routines of the day. Staff establish clear and consistent expectations for behaviour, which helps children understand what is expected of them. As a result, children behave extremely well and respond positively to gentle reminders and guidance from staff.

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Behaviour, attitudes and establishing routines Strong standard

Leaders place emphasis on ensuring children attend regularly. They work closely with families to identify and address any barriers to attendance and provide appropriate and flexible support where needed. As a result, children attend well and benefit from the routines, relationships and learning opportunities the setting provides. Children form warm and trusting relationships with staff and their peers. Staff are positive role models and support children as they learn how to share, take turns and play cooperatively with others. This helps children begin to understand their feelings and the feelings of others.

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Behaviour, attitudes and establishing routines Strong standard

Routines are well embedded and support children's growing independence. Children understand what happens during key parts of the day, such as tidy-up time, snack and group activities. Staff encourage children to take responsibility for simple tasks, such as managing their personal needs and belongings, supporting confidence and a sense of responsibility. Children show positive attitudes to their play and learning. They engage well in activities, concentrate for extended periods of time and demonstrate increasing independence.

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Inclusion Strong standard

Leaders have created a highly inclusive culture where children's individual needs are identified early and supported promptly and effectively. Staff use their knowledge of child development, regular observations and ongoing assessments to recognise when children may need additional support. Children who may face barriers to learning, including those with special educational needs and/or disabilities, are quickly identified and supported through targeted strategies and individual support plans.

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Inclusion Strong standard

Leaders take proactive steps to reduce barriers to children's learning and wellbeing. Staff make thoughtful adaptations to activities, resources and routines so that all children can participate fully in the curriculum alongside their peers. This includes the use of visual supports, tailored resources, sensory experiences and individualised strategies. These help children to communicate, regulate emotions and engage in learning. Additional funding, including early years pupil premium, is used effectively to provide targeted resources, one- to-one support and experiences that enhance children's development and confidence.

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Inclusion Strong standard

Leaders work closely with families and external professionals, including speech and language therapists, educational psychologists and the local authority early years support team. Together, they shape children's support and monitor progress. Support plans are reviewed regularly to ensure strategies remain effective and responsive to children's changing needs. Leaders also provide guidance and training for staff on inclusive practice

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Expected standard

and appropriate approaches. As a result, all children, including those known to children's social care, are well supported, they achieve new milestones and make meaningful progress from their starting points.

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Achievement Expected standard

All children typically make progress from their starting points. Children develop confidence in communication and language as they play and interact with their peers. They begin to develop early mathematical understanding as they explore number, quantity and shapes through everyday play and experiences.

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Achievement Expected standard

Children who face barriers to learning, including those who receive additional funding and those with special educational needs and/or disabilities, access learning alongside their peers and achieve well from their starting points.

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Achievement Expected standard

Children gain the knowledge, skills and attitudes that help prepare them for the next stage of their education, including school. They build on their emotional regulation, independence, confidence and resilience. Children are proud of their achievements and celebrate with their friends. They feel included and enjoy their learning.

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Children's welfare and wellbeing Expected standard

Children's welfare, health and personal safety are promoted effectively. Staff create a warm and nurturing environment where children feel valued and develop a positive sense of belonging. Close relationships between staff and children help children to feel emotionally secure. Staff know children well and respond sensitively to their individual needs, offering reassurance and encouragement when needed. As a result, children are happy and eager to explore.

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Children's welfare and wellbeing Expected standard

The environment is clean and well maintained, and staff follow appropriate risk assessment and hygiene procedures to keep children safe. Children are supported to develop healthy lifestyles. Staff encourage regular handwashing and hygiene routines, helping children understand the importance of keeping themselves healthy. Overall, children enjoy opportunities to be physically active, both indoors and outdoors. However, the outdoor environment is not always used to its full potential to support children's physical wellbeing and emotional regulation, particularly for children who benefit from active, outdoor learning. Nevertheless, children practise negotiating space using equipment such as small bicycles and cars. Indoors, they balance on soft-play mats and shapes, helping them develop coordination and balance. Snack and mealtimes provide valuable opportunities for children to develop positive attitudes towards healthy eating and independence. They practise social

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Children's welfare and wellbeing Expected standard

skills as they sit together and talk with their peers and staff.

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Children's welfare and wellbeing Expected standard

Staff adapt routines to meet the needs of all children or any learning barriers. They support children's emotional wellbeing and help them to develop the confidence, independence and self-care skills they need for their future learning and development. For example, children manage simple tasks for themselves, such as putting on coats and tidying resources, helping them to build confidence and resilience.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that reflects the needs, interests and stages of the children who attend. The curriculum covers all areas of learning and places a clear focus on supporting children's communication and language, physical development, and personal, social and emotional growth. Staff demonstrate a detailed understanding of children's needs and plan activities that build on their interests to support learning from their individual starting points.

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Curriculum and teaching Expected standard

Staff typically support children's language development well. They talk with children during play, describe what children are doing and encourage them to express their ideas. These interactions help build vocabulary and develop confidence in communication. Staff also introduce early mathematical concepts, such as exploring size, quantity and number during sensory and construction activities. Overall, teaching is typically effective and supports children to develop important skills across the areas of learning. However, at times, staff rely on more structured worksheet-type activities. They do not always fully consider how to support children's problem solving through more practical experiences and high-quality interactions that encourage them to think, explore and develop their own ideas.

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Curriculum and teaching Expected standard

Assessment is used effectively to tailor teaching to children's needs. Staff identify children's next steps and adapt activities to support their progress. However, leaders recognise that staff would benefit from additional guidance in planning outdoor activities to support the curriculum intent and those children who thrive in an outdoor environment. Staff effectively consider the needs of children who face barriers to learning, including those with special education needs and/or disabilities or those receiving additional funding, ensuring they are supported to access the curriculum alongside their peers.

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Leadership and governance Expected standard

Leaders demonstrate commitment to maintaining a welcoming and inclusive environment for all children and their families. They place children's needs at the centre of decision-making to ensure that children receive a broad range of experiences that support their learning and development.

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Leadership and governance Expected standard

Leaders reflect on the quality of provision and typically identify areas for improvement to strengthen practice further. They support staff effectively, offering regular professional development opportunities and give consideration to staff workload and wellbeing. Staff report feeling well supported and receive guidance and regular discussions about their practice, which helps them to understand expectations and develop their skills. Leaders recognise areas where staff would benefit from further support. These include strengthening the delivery of the curriculum intent, promoting consistently high-quality interactions and increasing confidence in planning learning opportunities in the outdoor environment.

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Leadership and governance Expected standard

Leaders are attentive in identifying children who may need additional support. They act swiftly when concerns arise and work closely with families and relevant professionals to ensure children with special educational needs and/or disabilities or barriers to learning receive the support they need. Leaders maintain positive partnerships with parents and carers and share information regularly about children's care and development to support wellbeing, learning and attendance.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children experience a warm, welcoming and nurturing environment where they feel safe, valued and supported to explore and learn. From the moment they arrive, most children separate confidently from their parents and carers and quickly settle into play, showing that they feel secure and familiar with the routines. Staff build positive and caring relationships with children, helping them to feel a sense of belonging. Children approach staff for reassurance, conversation and support, demonstrating the trusting bonds they have formed.

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

Children enjoy a variety of engaging activities that reflect their interests. They use their imagination, for example when pretending to travel to the beach in large cardboard boxes or role-playing as a pizza chef in an imaginary restaurant. Children enjoy many sensory activities, such as pouring and scooping oats and lentils. This allows them to explore textures while developing early mathematical language and motor skills.

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

Leaders and staff actively reduce barriers to learning and attendance by working closely with families and making thoughtful adaptations, ensuring children attend regularly and are able to take full advantage of the experiences on offer. Children develop confidence and independence as they make choices about their play. They move freely between activities, explore role play and construction areas, and practise physical skills such as balancing, climbing and riding wheeled toys. Older children enjoy challenges that help them build coordination and perseverance, while younger children are supported to develop social confidence and learn to play alongside others.

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

Relationships between children and staff are very positive and respectful. Staff consistently support children to learn about kindness, sharing and taking turns, helping them to manage their feelings and behaviour. Children listen to familiar stories, join in group routines such as snack and lunchtimes, and follow clear expectations that help them feel secure and included. Inclusion is a strength of the setting. Staff fully understand children's individual needs. They work closely with families and external professionals to ensure all children, including those with special educational needs and/or disabilities are supported, valued and make progress. As a result, children develop confidence, friendships and the necessary skills they need for their future learning.

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Next steps

Leaders should support staff to deliver the curriculum even more consistently so that children benefit from purposeful opportunities to develop their problem-solving skills through high-quality interactions and meaningful activities. Leaders should strengthen planning for the outdoor environment to further support children who learn best through active, outdoor experiences.

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About this inspection

The inspector spoke with leaders, staff children, parents and carers, special educational needs coordinators and designated safeguarding leads 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

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Address:

Holybrook Centre Carters Rise, Calcot Reading Berkshire RG31 7YT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Caterpillar Preschools Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 09:00 - 15:00,Friday : 09:00 - 13:00

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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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2 to 4

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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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

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

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