Kiddie Capers Preschool, Hassocks

Kiddie Capers Preschool, Hassocks

Unique reference number (URN): 2775351 Address: 1st Hassocks Scouts, Parklands Road, Hassocks, BN6 8LF Type: Childcare on non-domestic premises Registered with Ofsted: 22/01/2024 Registers: EYR Registered person: Kiddie Capers Childcare Ltd

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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 thoroughly understand the needs of all the children at the setting. They ensure staff know how to assess and monitor children's progress and quickly identify when children are at risk or are delayed in their learning. Leaders have created robust processes to seek support for those children who need it, and make any necessary referrals swiftly. They actively seek advice from other agencies working with children to ensure they implement strategies effectively. Leaders constantly review the support offered and confidently challenge others when necessary to ensure changes are made to improve children's learning and wellbeing.

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Inclusion Strong standard

Leaders use additional funding specifically to expose children to new experiences and enable them to broaden their understanding of the world. Leaders understand all children's backgrounds and organise visits from external organisations to provide them with experiences beyond their own. This allows some children to encounter things for the first time and provides them with the opportunity to gain essential knowledge and to prepare them for future success.

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Inclusion Strong standard

Children with special educational needs and/or disabilities, and those who are known or previously known to social care, are making exceptional progress from their starting points. They are thriving at this pre-school. All staff and leaders know the children extremely well. They are aware of their different family circumstances and offer flexibility on sessions to ensure children attend.

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Achievement Expected standard

Children with special educational needs and/or disabilities, and those who are known or previously known to social care have made exceptional progress from their staring points. They are well prepared for starting school. Children are confident and eagerly take part in activities. They sit and wait their turn to touch various animals and insects. Children comment on how they feel using words, such as 'tickly' and 'slimy'.

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Achievement Expected standard

Children are becoming aware of their differences and what makes them unique. For example, they compare and comment on the different shades of their skin colour. Children choose if they want to change their own shoes to go outside and confidently talk about using their beach shoes so that their shoes do not get wet. They communicate confidently name types of fish, such as piranha's and are generally well prepared for the next stage in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Children build extremely trusting and positive relationships with staff. They are confident in the environment, and with each other. Children value each other and have secure friendships. For instance, they save each other a seat at the lunch table and invite their friends to sit with them. Children demonstrate positive attitudes towards learning and are eager to try new experiences and activities. Outside, children work together and help each other to find insects and bugs. They use laminated checklists to tick off what they find. Staff ask children to recall past learning, such as remembering where they found woodlice previously. These adult-led interactions keep children engaged and motivated to learn.

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Behaviour, attitudes and establishing routines Expected standard

During child-led activity time, staff sometimes become busy undertaking routine tasks, such as preparing snack and carrying out cleaning tasks, at the same time. This means at these times, there is less focus on children's play and learning, and it becomes less purposeful.

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Children's welfare and wellbeing Expected standard

Leaders and staff are aware of children's individual needs and their unique family circumstances. They understand the barriers children may face to their learning and plan activities to promote their sense of belonging. They celebrate children's birthdays using photographs of children taken each year. Staff talk to children about how they have changed and what things they couldn't do then, that they can do now. Staff are responsive to children's emotional wellbeing and give them time and reassurance when they experience new things. For instance, during a visit from an external company, staff reassure children who are less confident around new people.

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Children's welfare and wellbeing Expected standard

Generally, children's independence is promoted well. Children are encouraged to go to the toilet themselves and wash their hands independently. Staff are aware of children's different needs and provide support when they need it. At mealtimes, children serve themselves snacks using tongs and attempt to pour their own drinks with help from staff. Those who have hot lunches are encouraged to scrape their plates when they are finished. Children who have packed lunches are generally encouraged to open their own packets. This helps children to build on the skills they will need when they go to school.

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Curriculum and teaching Expected standard

Leaders have planned the curriculum to support children to build their independence and their personal, social and emotional skills in preparation for their next stage in learning, and for school. Staff follow a rota to lead activities focused on supporting children to develop these skills. For example, children use play dough to create their own faces, rolling small balls of dough to make their eyes and nose. Staff ask children if they are feeling happy or sad and encourage them to think about their emotions. Children develop fine motor skills ready for early writing, as well as learning about how each other feel.

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Curriculum and teaching Expected standard

Leaders are supporting staff to feel confident in using visual aids to support all children to understand what is happening next. This includes showing children what happens first, such as tidy up time and then what will happen next, such as snack time. Staff have lanyards with visual prompts to show children when they need to stop, or when they need their nappy changing. Not all staff are using these prompts with all children consistently. This means that the teaching and interactions are not yet fully embedded in practice.

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Leadership and governance Expected standard

Leaders are reflective and supportive to staff. They listen to their feedback and take action where appropriate. They recently had feedback from a staff survey and are developing the wellbeing support they offer to staff. This includes, the introduction of wellbeing baskets and wellbeing days. Staff report they feel very well supported and valued. Leaders are passionate about creating a nurturing environment for staff where they feel confident to share any concerns they have and valued in their role. Leaders meet with staff regularly and offer training and support where needed. They have identified that teaching strategies to support children's speech and language development further, are not yet embedded in practice and are supporting staff to consistently implement these strategies.

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Leadership and governance Expected standard

Parents and carers are extremely happy with the care their children receive. They feel supported in many different ways, such as leaders taking time to understand their family circumstances and being flexible to their needs as a family. Parents and carers are aware of what they can do to promote their children's learning at home. Leaders organise events at the pre-school for parents and carers to attend. They work with local schools to ensure children's transitions are well supported and attend events that the school organise to help children become familiar.

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

On arrival children are greeted at the door and supported to find their peg to hang their bags up and quickly settle into the activities staff have organised for them. For instance, children take their time and work together to complete puzzles. When a puzzle piece is missing, they help each other to find the missing piece, and clap and smile in delight when they find it. Children play well together and have positive relationships with each other and staff.

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

Leaders and staff plan the curriculum to include experiences children may not have had before. They have developed a forest school programme where children learn to use tools and equipment safely as well as learning about the natural words. In addition, children enjoy taking part in learning about different animals and insects. They experience touching giant land snails and millipedes, and are reminded of how do this safely. Staff value children's ideas when they excitedly request to make their own spider after seeing a real tarantula.

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Address:

1st Hassocks Scouts Parklands Road Hassocks BN6 8LF Children remember spiders have 8 eyes and 8 legs. They use a variety of craft materials to make their own spider that they proudly show to staff and their friends.

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Address:

Staff are beginning to build into their teaching practice, the use of visual aids to help children understand what is happening next. Children know when it is tidy up time and eagerly help to put the toys away. They actively engage and know exactly what to do. Children's perseverance is impressive. They are able to concentrate on activities such as, creating towers and statues with building bricks and proudly show staff their creations. Staff celebrate all children's work as they take photographs and praise them for their efforts. Leaders monitor children's attendance and follow up on absences, ensuring parents understand the importance of their children attending.

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Next steps

Leaders should strengthen staff practice to ensure teaching strategies are consistently used to help all children develop their skills further. Leaders should develop the routines so that they do not impact on children's engagement and their play remains purposeful.

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About this inspection

The inspector spoke with leaders, staff, special educational needs coordinator, parents and carers, and children during the inspection. We carried out this inspection under sections 49 and 50 of the Childcare Act 006 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Kiddie Capers Childcare Ltd

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About this inspection

Operating hours: Tuesday,Wednesday,Thursday : 08:30 - 17:00,Friday : 08:30 - 13:00

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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

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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