Kingsclere Preschool

Kingsclere Preschool

Unique reference number (URN): 2758866 Address: The Scout Hut, Strokins Road, Kingsclere, Newbury, Berkshire, RG20 5RH Type: Childcare on non-domestic premises Registered with Ofsted: 15/12/2023 Registers: EYR Registered person: Kingsclere Preschool 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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Inclusion Strong standard

Leaders are committed to reducing and removing any barriers to children's learning. For example, they make great use of strategies such as pictures and visual cues to support children to move between one activity and the next. All staff sensitively support children with special educational needs and/or disabilities. They are attuned to children's emotions and provide dedicated spaces for them to relax and be calm.

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Inclusion Strong standard

Leaders and staff use a 'plan, do and review' approach to support children's learning and development. They work alongside external professionals, parents and carers to ensure support for children is expertly tailored to their needs. They work diligently to close any gaps in learning swiftly and effectively. Staff identify children's needs quickly from the outset. Ongoing, detailed assessments ensure staff know precisely what progress each child has made and what they need to learn next.

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Inclusion Strong standard

Leaders use any additional funding to maximise experiences for children and to support their individual needs. For example, they consider gaps in experience and purchase toys and materials to provide these opportunities for play and learning. Staff make excellent use of these resources to ensure barriers to learning are removed.

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Achievement Expected standard

Children make progress in all areas of their development. Children become confident communicators through talking and using sign language, such as Makaton. Children know the signs for please, thank you and more, and use these during snack time. Children learn new words daily through interactions with staff and their friends.

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Achievement Expected standard

Children with special educational needs and/or disabilities or other barriers to learning make rapid progress from their starting points. For example, they close gaps in speech and vocabulary quickly, play alongside others and take turns. They are ready for their next steps in learning.

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Achievement Expected standard

Children are well prepared for their next steps in learning, including starting school. They become self-sufficient and practise independence skills. For example, they learn to open the items in their lunch box, put their own shoes on and confidently ask for help when they need it.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have developed a positive environment. They have high expectations for all children in all areas of their development. Boundaries in place reflect children's differing stages of development. The daily routine is embedded and supports children to understand what is expected of them throughout the day. For example, children know the sequence of events, such as tidying up then washing their hands before snack. Staff support children with special educational needs and/or disabilities with the expectations and daily routine. For example, they use picture cards to show children the sequence of the routine, supporting children to understand what is happening now and what happens next.

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Behaviour, attitudes and establishing routines Expected standard

Staff build positive relationships with each other and children. They role model skills and behavioural expectations, such as positive manners, turn-taking and kindness. As a consequence, children are very well behaved and kind to others. They play alongside others or together with their friends and enjoy learning new skills. Staff support children to persevere with tricky tasks, such as turning a tap on while holding a pot underneath to collect the water.

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Behaviour, attitudes and establishing routines Expected standard

Leaders understand the importance of promoting regular attendance and punctuality and actively support parents and carers with this.

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Children's welfare and wellbeing Expected standard

Routines and care practices generally support and meet all children's needs. For example, they provide 'rolling snack' so that children can eat when they are ready to stop playing. This minimises the interruption of learning when children are immersed in and focused on an activity. However, staff do not always link play and mealtime experiences to teach children about the impact of healthy choices and habits on their bodies.

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Children's welfare and wellbeing Expected standard

Staff develop secure relationships with all children through warm and caring interactions. They are responsive to children's individual needs. For example, children are comforted with cuddles and kindness when they are feeling unsettled. Staff are warm and kind to children and help them to understand and communicate how they are feeling through reassurance and sensitivity. They use a wide range of resources and books to help children identify and explain how they feel. Staff take an inclusive approach to ensure all children's emotional security is prioritised.

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Children's welfare and wellbeing Expected standard

Staff provide opportunities for children to develop their physical skills through dancing and outdoor play, for instance. Children learn how to keep themselves safe through hygiene routines such as handwashing.

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Curriculum and teaching Expected standard

Leaders generally monitor the impact of the curriculum to ensure it meets children's learning and development needs. They make changes to enhance experiences for children, for example, to include more opportunities for play in nature.

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Curriculum and teaching Expected standard

Staff develop children's communication and language effectively. For example, staff teach children a wide range of vocabulary through interactions, play and daily routines and across all areas of learning. Teaching of mathematical language and concepts is inconsistent. This means children typically gain some mathematical knowledge, but the depth of their learning is inconsistent. Staff talk to children throughout the day and ask questions that promote their thinking skills. Alongside communication and language, staff prioritise children's physical and personal, social and emotional skills. Staff use assessment to understand what children already know and what they need to learn next. They have an appropriate understanding of children's developmental milestones. They adapt teaching accordingly to reflect children's stages of development and starting points. Staff tailor teaching to support children with special educational needs and/or

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Curriculum and teaching Expected standard

disabilities. For example, they plan and adapt children's activities to ensure all children have the opportunity to join in and learn throughout their play.

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Leadership and governance Expected standard

Leaders generally evaluate the strengths and priorities for development within the setting appropriately. They recognise the areas that they need to improve, such as working alongside parents, carers and staff to ensure children learn healthy habits and the impact of these on their bodies. They have worked to make progress on areas of improvement identified by parents, such as around communication with them. Leaders have taken feedback into account and have considered what information to share. Parents are now happy with the way leaders and staff keep them updated on their children's progress and the setting's progress.

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Leadership and governance Expected standard

Leaders and governors work together to make decisions with children's best interests in mind. For example, they assess the most effective use of any additional funding to support children with barriers to learning.

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Leadership and governance Expected standard

Leaders prioritise staff's wellbeing and ensure they have a realistic and manageable workload. For example, those studying are offered a reduced workload to help them balance this alongside their studies. Staff have access to professional development opportunities through training, supervision meetings and staff meetings, for example. However, staff's knowledge of teaching mathematical language and concepts requires further development.

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

Children arrive happy and ready to start their day. They separate from parents and carers well, and children who are new to the setting are given extra support and reassurance from their key person. Children feel safe and form positive relationships with staff and their friends. They enjoy playing with others. For example, they excitedly wait to be invited into the 'farmer's den' inside the circle during song time. All children and their families are welcomed, and staff promote a sense of belonging. They celebrate important events with families and use key words in their home language with children during play.

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Address:

The Scout Hut Strokins Road, Kingsclere Children are content and enjoy learning through play. They participate in a wide variety of activities that support them to make progress in all areas of their learning. For example, they learn to take turns through playing games and enjoy stories, singing and dancing. Children with special educational needs and/or disabilities or other barriers to learning are supported to access the full curriculum. Any necessary adaptations ensure they are always included and barriers are reduced or removed. All children are well prepared for their next steps in learning, including starting school.

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Address:

Children behave well. They listen carefully to adults and other children. They follow instructions and have typically positive attitudes, celebrating their achievements with staff. Children are kind and caring towards their friends, for example, sharing their toys and offering to help their friends. Children's attendance is prioritised and promoted to support positive habits for future learning.

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Next steps

Leaders should develop staff's teaching to support children's learning about the impact of healthy eating and habits on their bodies. Leaders should enhance the teaching of mathematics to help children develop their mathematical knowledge further.

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About this inspection

The inspector spoke with leaders, staff, special educational needs coordinators, children, parents and carers 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. Newbury Berkshire RG20 5RH Type: Childcare on non-domestic premises

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About this inspection

Registered person: Kingsclere Preschool CIO

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About this inspection

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