Kintbury Pre-School

Kintbury Pre-School

Unique reference number (URN): EY349727 Address: Preston Hall, Gainsborough Avenue, Kintbury, Berkshire, RG17 9XN Type: Childcare on non-domestic premises Registered with Ofsted: 12/06/2007 Registers: EYR, CCR, VCR Registered person: Kintbury Pre-School Playgroup Committee

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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

Children make progress from their individual starting points. They typically develop the knowledge, skills and attitudes needed for their future learning. Overall, children become confident communicators. They readily share ideas, talk about their experiences and engage enthusiastically in conversations with adults and their peers. For example, children confidently describe their art creations and recall their previous learning and family events.

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Achievement Expected standard

Children, including those who face barriers to learning, achieve well because staff identify their needs early and provide appropriate support. Early targeted interactions help children to understand routines and participate successfully in activities. Children with special educational needs and/or disabilities are fully included and develop increasing independence and resilience.

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Achievement Expected standard

Children gain important skills across the areas of learning. They demonstrate growing mathematical understanding as they count, compare quantities and explore concepts, such as capacity during their play. They develop independence by pouring drinks, wiping their own noses and managing aspects of self-care. As a result, children are confident learners who are prepared well for the next stage in their education, including their eventual move on to school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established a positive and inclusive environment where children typically learn and understand clear expectations for behaviour, attitudes and daily routines. Staff are consistent in their approach. They act promptly to support children to understand boundaries and manage their behaviour appropriately. Children know the routines of the day well, including tidying away resources, joining whole-group activities and washing their hands before eating. They respond positively to praise and encouragement, such as proudly receiving stickers for helping to tidy up.

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Behaviour, attitudes and establishing routines Expected standard

Children develop warm and trusting relationships with staff, who model positive behaviour and interactions. Staff support children sensitively to recognise and manage their emotion. They take account of children's age, stage of development and individual circumstances. For example, they use calm reassurance and tailored strategies to help children to regulate their emotions and successfully re-engage in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children demonstrate positive attitudes to learning and engage well in activities that interest them. They learn to share, take turns and show consideration for others. Leaders promote regular attendance. They work closely with families to monitor children's attendance patterns. As a result, children feel secure, behave appropriately and develop the social skills and resilience needed for future learning.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported effectively through caring and responsive staff that help them to feel safe, secure and valued. Staff know children well. They develop warm and trusting relationships with them and their families. Children separate confidently from their parents and carers on arrival. They seek reassurance, comfort and support from familiar adults when needed. Staff respond sensitively to children's individual emotional needs, helping them to recognise, express and manage their feelings.

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Children's welfare and wellbeing Expected standard

Children, including those with special educational needs and/or disabilities, and those facing barriers to learning, receive appropriate support to access the pre-school and participate fully in daily experiences. Staff work closely with parents and carers and external professionals to understand and meet children's individual needs.

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Children's welfare and wellbeing Expected standard

Children develop an understanding of healthy lifestyles and personal safety through daily routines and discussions. They learn the importance of washing their hands before meals. Children understand that handwashing helps to remove germs. Staff encourage children to make healthy choices at snack and lunch times. They support children to develop independence by pouring drinks, opening lunch containers and managing their personal care. Overall, children enjoy daily opportunities for physical activity and outdoor play, where they develop their coordination, strength and confidence. As a result, children feel emotionally secure, develop positive wellbeing and receive support to thrive within an inclusive environment.

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Curriculum and teaching Expected standard

Leaders and staff plan an inclusive curriculum that is ambitious for all children and considers their individual starting points, interests and developmental needs. Staff typically have a clear understanding of what they want children to learn. They provide purposeful experiences that build on children's knowledge and skills. There is a clear focus on communication and language. Staff engage children in meaningful conversations and encourage them to recall previous learning and experiences. They introduce new vocabulary during play and daily routines. For example, children confidently discuss their play-dough creations, recall previous learning and joined in enthusiastically with familiar phrases from the story.

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Curriculum and teaching Expected standard

While staff promote aspects of learning outdoors daily, the implementation of the outdoor environment does not consistently support the full curriculum intent. This does not maximise opportunities for children who learn best through outdoor experiences. This means children do not consistently access the same breadth of teaching and learning when outside that is available indoors.

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Curriculum and teaching Expected standard

Staff typically use assessment to identify what children know and can do. They generally adapt teaching to meet individual needs. Children who face barriers to their learning receive tailored support, including adapted resources. This enables them to access the curriculum successfully.

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Curriculum and teaching Expected standard

Staff weave mathematical learning throughout the provision. They model mathematical concepts, such as when encouraging children to compare numbers, sizes, patterns and fill buckets of sand and water to the top until they are 'full'. Staff encourage counting during snack time. They help children to recognise colours, patterns and quantities during practical activities. Staff use children's interests to motivate and build on their learning and development effectively. As a result, children develop the knowledge, language and skills they need for their future learning and next stages of education.

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Inclusion Expected standard

Overall, leaders have established an inclusive environment where children's individual needs are identified promptly. They put appropriate support in place to reduce barriers to children's learning and wellbeing. Staff know children and their families well. They work closely with parents and carers and external professionals to assess, plan, implement and review support strategies. Children with emerging additional needs benefit from early targeted interventions and carefully adapted teaching. For example, staff use visual prompts, gestures and picture cards effectively to support children's communication and understanding. This helps children to understand the routines of the day, participate confidently in activities and follow instructions effectively.

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Inclusion Expected standard

Children with special educational needs and/or disabilities are fully included in all aspects of the curriculum and daily routines. Staff make thoughtful adaptations to ensure that all children can access learning opportunities and develop independence. For instance, staff respond sensitively to children's emotional needs, helping them to recognise and manage their feelings successfully.

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Inclusion Expected standard

Generally, leaders use additional funding purposefully to broaden children's experiences and support their identified next steps in learning. They regularly review children's progress and work collaboratively with families and external agencies to ensure support remains effective. As a result, all children, including those facing barriers to learning or development, are welcomed, valued and supported to achieve well.

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Leadership and governance Expected standard

Leaders and committee members have a clear oversight and vision for the setting. They are committed to providing positive experiences for all children. Since the last inspection, leaders have taken effective action to address identified areas for ongoing improvement. Overall, they have strengthened staff's practice, resulting in greater staff confidence in delivering the curriculum and supporting children's behaviour, independence and development.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the setting's strengths and areas for development. However, the organisation of the outdoor learning environment is not fully embedded to support the curriculum intent for children who prefer to learn outdoors. Nonetheless, leaders and staff are dedicated to continually improving the quality of teaching and learning and enhance outcomes for children.

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Leadership and governance Expected standard

Staff benefit from regular supervision sessions, annual appraisals, team meetings and ongoing professional discussions. Leaders place an importance on staff wellbeing and workload. They create a supportive culture where staff feel valued and able to seek guidance when needed. Staff complete a mandatory training programme, and some staff are working towards relevant early years qualifications to strengthen their knowledge and skills. However, leaders have not fully recognised the benefits to further extend professional development opportunities and evaluate the impact on children's outcomes to drive the quality of teaching to an even higher level.

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Leadership and governance Expected standard

Leaders work closely with parents and carers and the wider community to support children's learning and wellbeing. Parents speak positively about the setting, describing effective communication, supportive staff and the progress their children make. Leaders actively seek parent's views and respond to feedback to improve the provision. Partnerships with external professionals and agencies help to ensure that children and families receive timely support when required.

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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 arrive happily and confidently at this welcoming pre-school. They separate from their parents and carers with ease and quickly becoming absorbed in the wide range of activities available. Children benefit from warm and nurturing relationships with staff who know them well. Staff use their knowledge of children's interests, personalities and individual needs to help them to feel valued, safe and included.

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

Children develop a sense of belonging as they play alongside friends, share resources and learn to show kindness and empathy towards others. For example, children willingly offer play dough to others joining their activity. They are keen to celebrate each other's creations. Staff support children sensitively to recognise and manage their emotions. When children become frustrated or upset, they receive calm reassurance and tailored support that helps them to successfully re-engage in learning.

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

Children make progress from their starting points, This is because staff provide purposeful experiences that build on their independence, communication, language and mathematical development. Children confidently discuss their ideas while creating pumpkins, pizzas and aliens from play dough. They recall their previous learning about healthy eating. Children use mathematical language, such as 'full', as they explore capacity in the sand tray. Children enjoy opportunities to learn beyond the pre-school through regular outings within the community. These include visiting the local school, park and monthly visits to the church for singing and arts and crafts activities, and opportunities to meet other families. Children with special educational needs and/or disabilities are fully included in all aspects of pre-school life.

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

Overall, children develop positive attitudes to learning, concentrate well during activities and enthusiastically join in with familiar stories and songs. They thrive in an environment where staff have high expectations for behaviour and promote healthy lifestyles. Children benefit from opportunities to develop the confidence, resilience and skills needed for their future learning and eventual move on to school.

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Next steps

Leaders should support staff to review and strengthen the organisation of the outdoor area so that it fully supports the curriculum intent and development of those children who prefer to learn outdoors. Leaders should strengthen wider curriculum opportunities for staffs' professional development and evaluate the impact on children's outcomes, to drive the quality of teaching to an even higher level.

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Address:

Preston Hall Gainsborough Avenue Kintbury Berkshire RG17 9XN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Kintbury Pre-School Playgroup Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 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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About this inspection

The inspector spoke with leaders, staff, children, parents and carers, the special educational needs coordinator and the designated safeguarding lead 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

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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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