Little Poppins Pre-school

Little Poppins Pre-school

Unique reference number (URN): 2790369 Address: Community Hall, Painters Forstal, Faversham, ME13 0EN Type: Childcare on non-domestic premises Registered with Ofsted: 13/05/2024 Registers: EYR Registered person: Evitts, Natalie

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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

Leaders and staff consistently provide a respectful and safe environment for children. Staff are good role models who praise and encourage children regularly, supporting children to develop very positive friendships. As such, children manage their own feelings and behaviour very well. They are kind and courteous to their friends, displaying good manners and care. Embedded practices ensure all children know what is expected of them. For example, children respond to the tidy-up song and immediately settle on the carpet for the welcome song to say hello to staff and their friends. This promotes children's very positive attitudes to learning and each other.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff promote punctuality and attendance consistently. Routines to ensure children are supported to attend are thorough and embedded. As such, all children, including those with special educational needs and/or disabilities, and those who face barriers to their learning, are eager to attend and arrive on time ready for their day. This helps promote effective routines for starting school. Leaders and staff work very closely with other professionals and parents to support individual needs and to make sure children feel settled and secure. For example, staff plan for children's individual needs, regularly updating individual care and education plans and supporting children and families to establish positive routines.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff identify quickly where support is needed to help children and families. For example, they work closely with the local authority to promote teeth brushing and to support children and families to learn how to recognise tooth decay and to support low sugar diets. This focus on helping families make healthy choices successfully supports their knowledge and understanding. Children who needed support to recognise healthy foods now make healthy choices and talk excitedly about brushing their teeth every day.

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Children's welfare and wellbeing Strong standard

Leaders and staff know their children very well. Children develop strong bonds and display very positive attitudes to learning. The rules and routines of the setting are consistently embedded. For example, children independently use tissues to wipe their noses, immediately putting these in the bin when they have finished and washing their hands. These activities support children's self-care effectively. At mealtimes, children consistently choose healthier options, eagerly talking to staff about their favourites. This supports children's understanding of keeping themselves fit and healthy successfully.

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Children's welfare and wellbeing Strong standard

Staff prioritise children's wellbeing. They display children's family photos so that children learn about other families. This promotes children's understanding of others positively. Leaders and staff are highly responsive to the changing needs of children. For example, children are supported to advocate for themselves. This helps children learn to recognise warm and positive relationships and ask for help when they need it. Staff prioritise children's physical skills. They take children on regular walks to the local woods and orchards nearby.

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Expected standard

This supports children's understanding of the local area and how being outside positively impacts on their health and emotional wellbeing.

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Inclusion Strong standard

Leaders and staff know the children very well. They have a robust understanding of the local area and the challenges families face. They work very closely with the local authority, settings and schools, providing bespoke and individual support to ensure all children settle well. They use additional funding to purchase resources to support individual needs. For example, children excitedly talk with staff about their new toothbrushes, encouraging their understanding of keeping themselves healthy. Staff have purchased new resources to support inclusion. Staff are well trained and use funding effectively to purchase new resources to support inclusion. Leaders review regularly to assess the impact of this and adapt provision accordingly. For example, children with special educational needs and/or disabilities or those who face barriers to their learning have a space where they can play quietly, promoting relaxation and supporting individual needs successfully.

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Inclusion Strong standard

Leaders and staff carefully plan for children's specific needs. They ensure children's personal plans are in place and work very closely with parents and other professionals to ensure children receive additional help and support where needed. For example, leaders use early years pupil premium funding purposefully to provide targeted resources and support to help reduce barriers, ensuring children who face disadvantage make secure progress from their starting points. Staff share ideas with parents about how to support learning at home, sharing information regularly to ensure consistency of care. Leaders and staff quickly identify where support needs to be put into place. For example, they prioritise children's communication and language skills successfully. Children who were shy when they started are now confident communicators.

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Achievement Expected standard

Children achieve well. Children with special educational needs and/or disabilities (SEND) and those who face barriers to their learning are considered and included. They achieve well from their starting points and receive the necessary support to reach individual milestones effectively.

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Achievement Expected standard

Children develop confidence and independence skills successfully. Children demonstrate that they know the rules and routines, including expectations of the setting, very well. For example, children open their own lunches, packets and drinks themselves and put their own things away. Children with SEND and those who face barriers to their learning are supported with sign language to help them develop into confident communicators. However, at times, staff do not always recognise when they could extend learning opportunities for children. Nonetheless, children achieve well and are prepared for starting school effectively.

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Curriculum and teaching Expected standard

Children access a broad range of experiences across all areas of the curriculum. For example, they explore colours through puzzles, engage in imaginative role play using real vegetables, and learn about how herbs grow. They enjoy joining in with rhymes and songs, supporting their listening, attention and wider understanding.

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Curriculum and teaching Expected standard

However, staff do not always recognise opportunities to extend children's learning during activities. While activities are planned to support children's learning and development across all areas of the curriculum, at times, staff are not always confident to build on these to deepen children's knowledge and skills. In contrast, staff support communication and language understanding well. Children develop age-appropriate skills and are becoming confident communicators. For example, staff use sign language to support understanding and promote inclusion. Children also show a strong interest in books, settling quickly for story time and developing a love of reading.

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Curriculum and teaching Expected standard

Staff prioritise children's personal, social and emotional development. Children play cooperatively, collaborate well and take pride in their achievements. Physical development is supported effectively through activities that promote balance, coordination and movement. Staff use assessment to identify next steps, such as providing opportunities to practise using scissors safely. Overall, children make appropriate progress from their starting points.

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Leadership and governance Expected standard

Leaders are proactive and passionate. They are committed and motivated to ensuring all children and families are supported. They are hardworking and recognise the setting's strengths and areas that they are focusing on. For example, leaders recognise that they need to support staff in developing their skills and confidence to recognise how and when they can extend children's learning and development further during activities. Leaders have recognised this and are seeking additional support from the local authority. They are committed to ensuring staff feel supported and valued and provide ongoing supervisions to manage workloads effectively.

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Leadership and governance Expected standard

Leaders and staff engage with parents and other professionals to provide regular communication updates and for parents to know what their children are learning and making progress in. Parents talk highly of the support they receive, the positive partnerships they have with the staff team and how happy their children are. Inclusive practice, children's welfare and wellbeing and support for children's behaviour, attitudes and establishing routines are strengths of the setting. Leaders have very positive plans for the future to develop practice and provision further and ensure that they continue to offer quality care and education for all children. They are committed to strengthening the consistency of staff practice and provision to secure high-quality experiences and outcomes for all children.

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

Children and their families are warmly welcomed at this friendly and nurturing community pre-school. Children arrive eager and happy to begin their day. They develop strong bonds with each other and staff, supporting their emotional wellbeing and self-esteem positively. Leaders and staff ensure all children are involved and included. For example, children with special educational needs and/or disabilities and those who face barriers to learning are provided with choices about what they want to do and play with. As such, some children choose to wear noise-cancelling headphones when relaxing in the quiet area, helping them to feel safe. This helps children to settle and supports individual needs successfully.

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

Staff plan a wide range of activities for children across all areas of learning. As such, all children develop age-appropriate skills and knowledge and make positive progress from their starting points. This means all children are ready for their next learning stage. Staff know their children well. They provide resources to interest and encourage them. For example, children enjoy learning about different seeds and helping to plant vegetables. Staff skilfully explain to children that seeds need water, sunlight and oxygen to grow. This helps children to learn how to care for things, supporting their understanding of living things effectively.

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

Children demonstrate very positive behaviour. For example, older children share and take turns, inviting their younger friends to join in with their play, helping them with toys and games. This supports children's personal and social skills well. Staff promote children's communication, language and physical skills effectively. Children delight in joining in with rhymes and songs. Other children spend time exploring play dough, learning to roll and cut it, developing their coordination and movement skills. Staff work very closely with parents to promote the importance of regular attendance. As such, all children attend regularly.

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Next steps

Leaders should strengthen staff's confidence in identifying when they can extend activities further to support children to make the very best progress they can.

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About this inspection

The inspector spoke with leaders 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

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Address:

Community Hall Painters Forstal Faversham ME13 0EN

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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