Kingfishers Pre-Schools

Kingfishers Pre-Schools

Unique reference number (URN): 2763451 Address: St Werburgh's CE (A) Primary School, Holt Lane, Kingsley, Staffordshire, ST10 2BA Type: Childcare on non-domestic premises Registered with Ofsted: 01/12/2023 Registers: EYR, CCR, VCR Registered person: Kingfishers Pre-Schools 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 Expected standard

All children typically achieve well across all 7 areas of learning and development. They thrive from their starting points. They develop confidence in their physical skills. Children learn to use balance bikes and pedal bikes with control. They can run, jump and hop, demonstrating coordination. This helps build children's strength, balance and gross motor skills in readiness for future learning.

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Achievement Expected standard

Children engage in back-and-forth conversations with their friends and staff. They learn about the seasons and confidently explain what happens in spring, using their prior knowledge. Children learn about the life cycles of butterflies and frogs. They closely observe the different stages of life cycles and show curiosity and fascination as they notice changes over time. This helps to support children's understanding and sense of wonder about the natural world.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have high expectations for all children's behaviour. Staff are good role models and have a gentle approach with children. They help to remind children about the rules of the setting. Children follow these rules and show respect and kindness towards their friends and staff. Furthermore, children enjoy spending time with each other. Staff use rhymes to help children understand their routines, such as tidy-up time and mealtimes. Children work together as a team and help to tidy up and set up the table for mealtimes. As a result, children behave well.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote punctuality and attendance. They support and reinforce expectations for all children and families. In addition, leaders support families by checking in with them and ensure support is provided to reduce barriers. This ensures good habits for future success.

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Behaviour, attitudes and establishing routines Expected standard

Staff have built warm and loving relationships with children. They genuinely care and know their key children very well. Staff praise children for what they do well. For example, they give children 'high fives' and say 'You did it!' This helps children to feel motivated and build positive attitudes to their learning.

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Children's welfare and wellbeing Expected standard

Leaders and staff have typically created a safe and welcoming space for children. Staff talk to children about keeping themselves safe. Children understand the risks they may face outdoors and take part in daily risk assessments with staff. Staff support children to recognise the importance of checking equipment. Children report back to their friends and say, 'The safety wedge is on the door so we don't trap our fingers'. This helps children to develop an awareness of safety and take responsibility for keeping themselves safe.

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Children's welfare and wellbeing Expected standard

Leaders work with families and share information about healthy meals. Children bring in nutritious, balanced lunches. Staff talk to children about exercising and eating well. Children, including those who face barriers to their learning and/or wellbeing and disadvantaged children, enjoy music and movement sessions. They join in with actions and use wooden sticks as they tap these 'high, low, loudly and quietly'. This helps children to develop healthy habits, understand how to look after their bodies and build confidence in being physically active.

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Children's welfare and wellbeing Expected standard

Care practices are managed and met with sensitivity. Children have built warm, secure bonds with their key persons. Staff help children to talk about emotions and use stories to explore how characters may feel. They encourage children to relate this to their own feelings and experiences. This helps children to express their feelings and manage their emotions effectively.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum that covers all areas of learning. Staff follow all children's interests and adapt their teaching through their interactions. For example, when children show an interest in dinosaurs, staff quickly provide experiences to build on this. Children are excited as they explore with dough and dinosaurs. Typically, staff introduce words such as roll and squeeze, and name dinosaurs, such as stegosaurus. Children engage in daily back-and-forth conversations with staff. For example, about familiar community roles, such as dentists, doctors and hairdressers. Staff encourage children to make connections and talk about similarities and differences, ensuring all children are supported to take part. They use visual cues effectively to aid understanding. This helps to support children's understanding of the world and increases communication and language skills.

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Curriculum and teaching Expected standard

Staff teach mathematical skills through purposeful play. They encourage children to count, talk about size and recognise numbers in the environment. For example, children count how many friends are at nursery and compare long, big and small minibeasts. As a result, children develop their mathematical understanding.

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Curriculum and teaching Expected standard

Leaders and staff place an importance on developing children's self-care and independence skills. For example, children go to the toilet, wash their hands, feed themselves and pour their own drinks. However, at times staff do not consistently provide opportunities for older children to develop their independence to prepare them for school. For example, staff often get children's coats for them instead of encouraging children to do this for themselves.

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Inclusion Expected standard

Leaders and staff are responsive to children's individual needs, including disadvantaged children and those who face barriers to their learning and/or wellbeing. They identify children's emerging needs quickly and seek advice and support from professionals and external agencies. Staff implement plans to ensure children receive the support they need. For example, adapting the environment and providing calming spaces and using visual cues to help children understand their routines. As a result, all children receive timely and effective support.

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Inclusion Expected standard

Leaders take time to deepen their knowledge and understanding of speech and language. Recently, they attended training to learn about an early communication screening tool to benefit all children. However, leaders are yet to ensure that all staff receive this training to embed consistently high-quality support for all children in their care.

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Inclusion Expected standard

Leaders and staff monitor the impact of the early years pupil premium. They use this funding to help remove barriers to learning. Leaders have introduced dance sessions and purchased resources to increase children's communication and language skills. As a result, children develop confidence and engagement in their learning.

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Leadership and governance Expected standard

Leaders are committed to improving the quality of care and education. They identify strengths and areas they wish to develop further. Leaders and staff work in partnership with the on-site school, so children receive a smooth transition when they eventually move to school.

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Leadership and governance Expected standard

Leaders work closely with parents and their local community. Parents comment that their children are happy and that staff have helped them settle quickly. They feel well supported and appreciate regular updates and daily sharing of information. Parents enjoy attending workshops and finding out about what their children are learning. As a result, parents feel actively involved in their children's education.

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Leadership and governance Expected standard

Leaders support staff's wellbeing. Staff feel valued and appreciated and they have regular supervision. They are keen to update their knowledge and improve their practice. Leaders have identified and accessed training to further support children's learning and development. They now need to embed this new training in daily practice to ensure all children receive consistently high-quality support.

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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 are happy and settled in this caring and welcoming nursery. They have built secure, warm bonds with their key persons and their friends. Staff provide high levels of care, kindness and comfort. This helps children to settle quickly and have a sense of emotional security. Children relish playing outdoors. They develop their physical skills as they confidently ride trikes and balance as they walk along the bridge. Children enjoy searching for minibeasts, such as worms, snails and woodlice and learn about their habitats. They enjoy collecting minibeasts and show care and curiosity as they handle them with care. Children demonstrate they feel safe and comfortable in their environments.

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

Children select books and take their favourite stories to staff, showing confidence and a growing love of reading. Staff respond warmly and read to the children, who remain focused and engaged as they listen attentively. They pause at key points in the text, enabling children to finish familiar sentences and demonstrate their recall and understanding. Children enjoy learning about numbers and shapes. They sing songs and rhymes, count how many children are at nursery and talk about shapes and patterns they make in dough.

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

Children, including those facing other barriers to their learning and/or wellbeing, behave well. They know their rules of the nursery and remind each other. For example, when using microscopes to observe ladybirds, children say, 'We need to take turns and share.' Children build positive relationships with one another. They genuinely enjoy spending time with each other and collaboratively play together. As a result, children are eager to learn and have positive attitudes to their learning. In addition, leaders promote the importance of attendance. They have clear systems in place to ensure all children's attendance is monitored regularly.

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Address:

St Werburgh's CE (A) Primary School Holt Lane Kingsley Staffordshire ST10 2BA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Kingfishers Pre-Schools CIO

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:45

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Next steps

Leaders should ensure that all staff are supported to embed new training into practice to help all children receive consistently high-quality support. Leaders should should strengthen opportunities for all children to manage tasks independently so they are consistently prepared for the move to school.

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About this inspection

The inspector spoke with the leaders, staff, parents and children 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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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. 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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