Badgers Bridge at Lympne

Badgers Bridge at Lympne

Unique reference number (URN): 2783667 Address: Lympne Village Hall, Aldington Road, Lympne, Hythe, CT21 4LE Type: Childcare on non-domestic premises Registered with Ofsted: 27/02/2024 Registers: EYR Registered person: Badgers Bridge LLP

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children are provided with activities and experiences to help support them to develop age- appropriate skills across all areas of the curriculum. Children are becoming increasingly confident with their speech and communication. Younger children are learning to express themselves and to communicate their needs effectively. Older children are confident to use a wide range of vocabulary and to have meaningful conversations with their friends. Children are able to listen to each other, work together and take part in learning experiences. They are building their independence skills, showing they can serve their own snacks and wash their own plates.

p.2

Achievement Expected standard

Staff create appropriate support plans for children with special educational needs and/or disabilities and those with barriers to learning to help them to make positive progress from their starting points. Staff use dedicated areas in the setting with equipment, such as sensory resources, to support children's emotional wellbeing and to help them feel settled and secure.

p.2

Achievement Expected standard

Children learn about the world they live in and how to take care of the planet. They begin to learn about sustainability, such as recycling water and composting food waste. Children are suitably prepared for progressing to the next stage of their learning, with a curiosity about the world around them.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders provide an environment that is calm and supports children to learn about boundaries and rules. Children demonstrate that they know the routines well. For example, younger children know the signal to transition between different parts of the day, and older children know where to sit ready for group time.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models for children. Children generally treat each other with respect and kindness, waiting their turn and sharing resources. Staff are consistent and fair with their expectations for behaviour, and children typically follow these well. Occasionally, children become over-excited or do not follow the behaviour expectations. At these times, staff are less confident in how to effectively support them and do not consistently follow individual behaviour plans.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are typically supported to be engaged and focused in their learning. They are interested in the activities and resources provided and are eager to join in with adult-led activities. During planned group times, children can become distracted by the other group times happening, meaning that they miss out on their own learning. This does not support children to have consistently positive attitudes to their learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children build warm and close relationships with staff. They often seek out their key person for play and reassurance. Staff are supportive, calm and friendly, praising children's achievements. Leaders promote an inclusive and respectful environment where all families are welcome. Staff support families to attend, offering flexible sessions to ensure children's attendance is regular.

p.2

Children's welfare and wellbeing Expected standard

Leaders are committed to understanding children and their family circumstances so that they can support their differing needs. They are sensitive and regularly communicate to ensure they can knowledgeably support children's welfare and wellbeing. This supports all children to feel included, including those with special educational needs and/or disabilities or those with barriers to their learning. For example, staff communicate about what children's interests are to support their settling and how they are feeling emotionally, to provide calm and responsive care. Leaders support staff to have the necessary skills and knowledge to support children's needs, such as completing training about promoting children's mental health.

p.3

Children's welfare and wellbeing Expected standard

Staff typically help children to think about their emotional wellbeing. Older children learn about different emotions during group time, where they say how different situations would make them feel. Younger children use the quiet sensory corner to support them when they need some space. Staff encourage children to be independent in managing their own personal needs. Children learn to use the toilet independently and wash their hands. At mealtimes, they begin to understand which foods are healthy and what is good for their bodies.

p.3

Children's welfare and wellbeing Expected standard

Staff provide a welcoming space and ensure that children have daily access to the outdoors. They provide many learning opportunities outside to support children to get exercise and fresh air.

p.3

Curriculum and teaching Expected standard

Leaders have a secure understanding of the quality of the curriculum and where they can support staff to enhance what they offer. For example, a recent focus on mathematics has supported staff to be more confident in delivering interesting experiences where they can support children's achievement to a higher level. Older children focus intently as they use weighing scales to measure and compare. Younger children giggle as they learn which tyres will roll the fastest on a ramp.

p.3

Curriculum and teaching Expected standard

Staff plan and deliver a curriculum that typically supports children to make progress across all areas of learning. The staff team works well together and considers children's individual next steps when thinking about what resources and activities to provide. This means that all children, including those with special educational needs and/or disabilities, make progress appropriate to their age and stage of development.

p.3

Curriculum and teaching Expected standard

Staff are skilled at using questioning to support and assess children's knowledge and understanding. They provide opportunities for children to recall and practise new skills to embed them. Staff provide different group learning experiences to support children to make progress. For example, older children enjoy group story times, where they learn about emotions and being kind to others. Younger children play games to learn about taking turns and having their voice heard. While staff are confident with how to deliver high-quality teaching during planned activities, they are less confident in how to effectively extend children's learning during their self-chosen play.

p.3

Curriculum and teaching Expected standard

Staff focus on supporting children to be confident communicators. They immerse the children in a language-rich environment where they narrate their play, read stories, sing songs and introduce a wide range of vocabulary. Specific support groups are used as interventions to effectively close the gaps in learning for any children who need them.

p.4

Inclusion Expected standard

Leaders build effective partnerships with families. This gives them a sound understanding of their different needs and circumstances. They are committed to ensuring all children and families are provided with help where needed and receive the support they are entitled to.

p.4

Inclusion Expected standard

Leaders are knowledgeable and able to quickly identify any child who may require focused support to close any gaps in their learning. For children with special educational needs and/or disabilities and those who face barriers to their learning, leaders provide individualised support plans that typically help them to make positive progress. For example, children who need support with their speech and communication receive daily interventions to increase their skills and reduce any frustrations. Furthermore, leaders use funding effectively to purchase specialist resources, such as to support children's emotional regulation.

p.4

Inclusion Expected standard

Leaders work closely with any professionals involved in children's care, working together to create support plans and implement any suggestions in the setting. They have procedures in place to regularly review and assess the support being offered. This allows a continuous cycle of adapting the support to best meet the needs of each child.

p.4

Leadership and governance Expected standard

Leaders are aware of the strengths of the setting, and they have appropriate plans in place to continue to improve on the provision they offer. Since taking over the setting, leaders have made many changes, including introducing a new ethos and a different way of learning. Staff are adapting well, and the children are settled and happy.

p.4

Leadership and governance Expected standard

Leaders are knowledgeable and have a wealth of experience in supporting children with special educational needs and/or disabilities. They swiftly implement support plans and typically use these to help children to close any gaps in their learning. Leaders are ambitious and strive to support all children to receive their full entitlement and to be included and happy in the pre-school.

p.4

Leadership and governance Expected standard

Leaders are respectful of staff and give them time and help when needed. Staff report being happy to come to work and feel valued and supported. They complete all mandatory training and are confident in their roles and responsibilities. Leaders are working to continue to upskill the staff team and know there are some areas they need to support further, for example, by providing training to further support staff to feel confident in how to support children's behaviour. Leaders engage well with parents and any professionals involved with the children's education and care. This supports children to settle well when they first start and to make sustained progress in their knowledge and skills. Leaders ensure that they communicate well with any other setting children attend and provide all the necessary information to support transitions when children move on.

p.4

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

Children are warmly welcomed at the door by familiar staff when they arrive. They are gently guided into the room and settle quickly. Children enjoy a free-flow environment, where they can choose where they want to play and what resources they want to use. Children have built close relationships with staff, supporting them to feel safe and secure. They regularly call staff by name and ask them to play or go to them for comfort when they need it. Staff are engaging and enthusiastic and genuinely enjoy spending time with the children.

p.5

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

Children enjoy a well-balanced mix of adult-led learning and child-initiated activities. They are supported to learn the fundamental skills of building friendships, learning how to share, taking turns and including others in their play. Children talk about their best friends and eagerly await their arrival in the morning. Children's families are important and are regularly included in their child's learning journey. They enjoy attending various events across the year, including celebrating their graduation from the setting.

p.5

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

Children's likes and dislikes are considered when staff plan an exciting and varied curriculum. This supports their focus and interest in the activities on offer. Children benefit from a curriculum that is carefully planned to build on what they already know and can do. This supports all children, including those with special educational needs and/or disabilities and those who face barriers to their learning, to make positive progress from their starting points. Children enjoy a wealth of outdoor learning, using both the garden at the setting and going out into the local neighbourhood. For example, they relish spending time in the community gardens, learning about planting and taking care of the environment around them.

p.5

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

Children receive a well-rounded education where staff foster their skills for moving on in life. Children are happy, building their confidence, independence and awareness of the world around them. Staff are keen to support good attendance and are flexible in their approach to families' varying home lives and needs.

p.5

Address:

Lympne Village Hall Aldington Road, Lympne Hythe CT21 4LE

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

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

p.6

Next steps

Leaders should provide staff with further professional learning opportunities that are specifically matched to supporting children's behaviour more effectively. Leaders should support staff to provide consistently high-quality extensions of children's learning, particularly during child-led play. Leaders should support staff to plan group times more effectively to enable all children to develop consistently positive attitudes to their learning.

p.6

About this inspection

The inspector spoke with leaders, staff, children and the special educational needs coordinator during the inspection.

p.6

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. Local authority: Kent

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8