Little Rascals Pre-Prep

Little Rascals Pre-Prep

Unique reference number (URN): EY558229 Address: 4 Clanricarde Gardens, TUNBRIDGE WELLS, Kent, TN1 1PE Type: Childcare on non-domestic premises Registered with Ofsted: 21/05/2018 Registers: EYR Registered person: Bright Stars Nursery Group 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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Achievement Expected standard

All children, including those with special educational needs and/or disabilities, are making progress from their starting points. When children are engaged in their play or are exploring their interests, they show a 'can-do' attitude to learning. For example, pre-school children use trial and error to make their own play dough. They thoughtfully evaluate the ingredients and critically reflect on what to add next. Staff are on hand to support, but they are skilled and know when to let children explore and learn from their mistakes.

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Achievement Expected standard

Children show growing independence and a desire to do things on their own, for example washing their hands ready for mealtimes, pouring their own drinks and knowing where resources are to extend their play.

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Achievement Expected standard

Children are well prepared for their next stage of learning and their eventual transition to school.

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Behaviour, attitudes and establishing routines Expected standard

Staff model kindness, respect and cooperation, and children learn to share, take turns and work together. Staff support children to manage their behaviour in ways that are appropriate to their age and stage of development using calm reminders and explanations. Staff throughout the setting maintain a consistent approach and are attuned to the unique needs of each child, adapting their approach as necessary. For example, staff use effective strategies to support children with special educational needs and/or disabilities to communicate their needs and wants.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes to learning, with periods of engagement at activities that meet their needs. Staff know children well and provide them with an environment to support their play and learning, including knowing when children need periods of physical play followed by calming group activities.

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Behaviour, attitudes and establishing routines Expected standard

Generally, routines across the setting are effective. However, leaders have identified that improvement is required during transition times to ensure that children remain engaged in their play. They have plans in place to support staff in ensuring that this is embedded in practice.

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Behaviour, attitudes and establishing routines Expected standard

Children show maturity as they transition around the setting. For example, pre-school children are required to navigate stairs from the first floor in order to get to the garden. They demonstrate that they listen to instructions from staff to ensure their safety and wellbeing.

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Curriculum and teaching Expected standard

Leaders have designed a broad curriculum that supports children's learning across all the areas of the early years foundation stage. They understand the nursery's strengths and devise action plans where they identify improvement is needed, such as children's engagement during transition times. Children with special educational needs and/or disabilities (SEND), as well as those who face other barriers to learning, experience high- quality support. For example, staff adapt support so children with SEND can consistently engage in planned learning alongside their peers. Children show enjoyment in what they do. Staff know the interests of children and use this to engage children in play and conversation.

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Curriculum and teaching Expected standard

Staff support children's communication and language skills effectively. They engage in back- and-forth conversations with the children, introducing new vocabulary during playtime. Reading, stories and books are integral to the daily routine. Children show their passion for books as they cosy up with staff to enjoy their favourite stories, delve into books about topics such as dinosaurs and participate actively in large-group sessions where stories are shared. This approach helps children to develop into confident communicators.

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Curriculum and teaching Expected standard

Typically, staff support children to build the skills they need for their next stage. Independence is integrated into everyday routines. For example, pre-school children understand their responsibilities at snack time and carry these out with ease. They set the tables, pour their drinks and clear away their plates.

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Curriculum and teaching Expected standard

Mathematics is well embedded within the curriculum. Throughout their play, children learn about numbers, shapes, space and measure. For example, children show delight at using various-sized containers to scoop and pour water, learning about quantity. Staff support by asking children relevant questions, such as 'How many sides does this square have?', then touching each side to demonstrate counting.

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Inclusion Expected standard

Leaders and staff have created a welcoming and caring environment where all children, including those with special educational needs and/or disabilities or those who face barriers to their learning, thrive and make positive progress from their starting points.

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Inclusion Expected standard

Staff demonstrate that they know the children well and are effective at recognising when children may benefit from additional support. Across the setting, leaders and staff work collaboratively with parents and other agencies to ensure that children are provided with the support they need to progress. For example, leaders have diligently worked with parents to ensure that plans are in place to support children who are transitioning to school to ensure that their needs can be met.

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Inclusion Expected standard

Staff consistently implement strategies effectively, for example, to calm children when their behaviour becomes deregulated to support their next steps in development. Leaders understand how to use additional funding to prioritise children's areas of need. They are keen to support staff with specific training to help children make progress.

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Leadership and governance Expected standard

The leadership at the setting has recently changed, and this has been effectively communicated to both staff and parents. Currently, the interim leader possesses effective oversight of the setting and has a clear grasp of its strengths as well as the areas needing additional support. Leaders are proactive, eager to make improvements and committed to

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Needs attention

ensuring that children receive a high-quality education. They are open to feedback and demonstrate the necessary skills to implement change.

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Needs attention

Leaders have a secure knowledge of the children and their families who attend the setting. They have clear ambition and have created a curriculum to prepare children for future learning and their transition to school. Leaders value the voice of parents, who are welcomed daily into the children's rooms to settle their children before leaving, also providing valuable time to share information. Parents of children with special educational needs and/or disabilities are also provided with additional meetings to discuss plans and next steps alongside other agencies.

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Needs attention

Safer recruitment procedures are well embedded. Staff receive a thorough induction and regular opportunities to discuss things with leaders, such as ongoing training and development. Staff report that they feel well supported and happy in their roles with a manageable workload.

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Children's welfare and wellbeing Needs attention

Leaders have not ensured that all staff understand their duty to adequately supervise children while eating. For example, during snack time in the pre-school room, staff did not ensure that they were prepared and ready, which resulted in children eating without a member of staff present. Furthermore, at times during the snack routine, staff would leave the table to see to other tasks and leave children unattended while eating. This is a breach of requirements and does not ensure that children are adequately supervised to mitigate the risk of choking.

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Children's welfare and wellbeing Needs attention

Leaders recognise how crucial it is for children to stay physically active. They offer regular opportunities for children to crawl, climb and balance, both indoors and outdoors. Children love spending time outside, regardless of the weather. Appropriate clothing and equipment are supplied to help children embrace different environments.

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Children's welfare and wellbeing Needs attention

Staff create a welcoming environment where children enjoy playing and socialising with their friends. Children develop secure relationships with staff and demonstrate they feel safe at the setting. For example, children seek out their key person to play games with them, and they engage in back-and-forth conversations. Staff support children to express their emotions, and staff are happy to provide cuddles when children feel sad. Additionally, children are conscious of their peers and the areas where they might require assistance. This reinforces the inclusive approach across the setting and helps children to learn about others in their community.

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

There is a weakness in consistency across the setting to ensure that all children are suitably and adequately supervised while eating. This is a breach of the early years foundation stage safer eating requirements and has an overall impact on children's welfare and wellbeing. However, leaders have demonstrated they are competent and capable to quickly rectify this issue to ensure that children remain safe while eating.

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

Despite this breach, children demonstrate that they are happy and enjoy their time at the setting. Effective settling visits and processes for children who attend the sister setting ensure that children are prepared for their move. New children to the setting have equally supportive transitions, where home visits are conducted so children feel confident when parting from their parents. Children have formed secure bonds with staff and developed meaningful relationships with each other, showing a sense of care and compassion for those with special educational needs and/or disabilities or barriers to their learning. The setting demonstrates inclusive practice, where all children are making progress from their starting points.

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

Across the setting, children typically benefit from well-planned learning experiences. In the younger rooms, children engage in meaningful role-play learning to share and take turns using equipment and resources of interest. In the pre-school room, children show confidence in their environment, demonstrating increasing independence and a 'can-do' attitude to learning. Children of all ages have developed a love of reading and books and are often found taking favourite stories to staff to sit and read with them.

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

Children thrive in the outdoor area, where they fully immerse themselves in play and exploration, regardless of the weather. They explore their physical skills as they crawl through tunnels, initiate games with their friends and eagerly tend to the allotment, where they learn about how things grow.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following action by the assigned date:

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Action Completion Date

ensure that children are always adequately supervised while eating. 03/06/2026

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Address:

4 Clanricarde Gardens TUNBRIDGE WELLS Kent TN1 1PE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bright Stars Nursery Group Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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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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About this inspection

The inspector spoke with leaders, practitioners, 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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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

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 .

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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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