Monkeys Pre-SchoolOfsted report card, 17 Sept 2026

Monkeys Pre-School

Unique reference number (URN): EY558205 Address: Phoenix Community Primary School, Belmont Road, Kennington, Ashford, Kent, TN24 9LS Type: Childcare on non-domestic premises Registered with Ofsted: 22/03/2018 Registers: EYR Registered person: Dawkins, Nicola Yvonne

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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 steady progress from their starting points and are generally well prepared for their next stage of learning. All children, including those with special educational needs, make progress with their communication skills, using both verbal and non-verbal ways to express themselves. Younger children enjoy singing familiar stories. Older children recall vocabulary for new objects. Children learn some simple mathematical concepts, such as counting, colours and size.

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Achievement Expected standard

Children learn to be increasingly independent with their self-care skills. They smile with pride as they help to prepare fruit for their friends and confidently put their own outdoor clothes on. Children are typically kind to each other, beginning to negotiate how to share resources and take turns. They enjoy playing together in the garden, making friendships and helping each other on the climbing equipment.

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Achievement Expected standard

Children use their independent thinking skills. They make choices and decide how they want to use the available equipment. For example, when using play dough they choose which tools they need to make it long or short. Children typically focus well and show concentration and good listening skills when taking part in group activities.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff establish clear and well embedded routines. The familiarity and consistency enable children to feel secure in a predictable environment. Staff use particular sounds and visuals to notify children of transitions during the day. This helps them to follow the routines well, knowing when they need to come to the carpet for group time, come in from the garden or tidy away the resources.

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Behaviour, attitudes and establishing routines Expected standard

Typically, staff have high expectations for children's behaviour. They explain the rules clearly to children and remind them during the day. For instance, children are supported to remember to walk indoors and to tidy away the resources. Staff use a system of recognition and praise for good behaviour. This encourages children to want to take part and follow the rules. They clap each other and beam with pride when their behaviour is celebrated. Staff address any minor unwanted behaviours calmly and sensitively, helping children to understand the impact of their actions on others. Staff build positive relationships with children, modelling kindness and care. Children are generally kind to each other, putting their arm around their friend and taking turns well.

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Behaviour, attitudes and establishing routines Expected standard

During planned, adult-led group times, children focus very well. They listen intently, join in and concentrate. Staff adapt their expectations and support to enable new children and those with special educational needs to take part in a way that is suitable to them. On occasions, during unstructured times, staff lack the knowledge and confidence to support children to be consistently engaged in meaningful play.

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Behaviour, attitudes and establishing routines Expected standard

Leaders support families and children to recognise the importance of regular attendance and consistency in routine for children's well being. They work with families to understand individual circumstances and provide appropriate support where needed.

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Children's welfare and wellbeing Expected standard

Leaders place children's welfare and wellbeing at the centre of the provision. They create a space that is welcoming and friendly where children feel safe to explore. A particular strength of the setting is the well embedded key person system where staff build positive, warm relationships with their key children. Staff conduct initial home visits to gather information about the child to help them to feel welcomed and settled when they start. For children who have special educational needs and/or disabilities (SEND), extra care is taken to support them to feel happy to come to the setting. For instance, a box of provisions that are special to them are used to welcome them in, and sensory, calm spaces are offered within the setting.

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Children's welfare and wellbeing Expected standard

Staff support children to consider healthy choices. They teach them about different fruits at snack time and how to safely cut these up. Staff encourage discussions about healthy foods with the children during play, such as with the play dough or the mud kitchen. Children are encouraged to think about oral health and keeping their teeth clean. Children develop their own independence in following good hygiene practices. They know to wash their hands before they eat and after going to the toilet.

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Children's welfare and wellbeing Expected standard

Children are supported to manage their emotions. They feel safe to go to staff for help when they need it, or to ask for a hug. Staff often give children cuddles for comfort or a hand to hold when they require extra support. They adjust the support for children with SEND and are quick to recognise when they need reassurance. Children are supported to recognise what helps them, helping them to develop confidence and emotional security.

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Curriculum and teaching Expected standard

Leaders know what they want children to learn and what skills will help them to make progress in their learning. Staff consider the needs of the group as a whole and the individual children when planning activities. The curriculum is designed to help children make progress across key skills, such as communication and language, social skills and physical development. Staff are typically able to build on children's skills and focus on what they need to learn next. For example, for children who learn English as an additional language and have some singular words, staff focus on supporting them to form sentences.

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Curriculum and teaching Expected standard

Staff deliver effective teaching experiences to children during adult-led group times. They are clear with their instructions, explain the activity well and engage children through praise and enthusiastic interactions. Staff focus on all children being able to access the learning. For example, they regularly use simple signs and visuals to support all children, including those with special educational needs to understand and be able to respond. The learning is generally tailored to each child's age and stage of development, using small groups to target specific identified areas in children's learning.

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Needs attention

Typically children enjoy daily access to the garden where they are supported to explore their physical skills, such as climbing and balancing. However, some staff do not consistently extend children's interests when outside.

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Inclusion Expected standard

Leaders promote an inclusive culture where every child is supported to participate and make suitable progress. They are knowledgeable about children's different needs and swiftly identify children who have special educational needs and/or disabilities (SEND). Staff communicate well with other professionals to put plans in place. These are reviewed often with parents to make any necessary adjustments.

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Inclusion Expected standard

Staff implement plans that typically support children with SEND to make progress from their starting points. These are well understood by staff. Staff use their knowledge of each child to adjust and target activities to help them gradually close the gaps in their learning. For instance, for children with communication and language delays, staff use a range of visuals and simple signing to help them engage and be heard. Staff offer daily small group sessions to target different needs, such as speech and understanding.

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Inclusion Expected standard

Leaders ensure children access available funding, which is thoughtfully used to support each specific child. For example, to provide more adult time, intensive one-to-one interactions and sensory resources to calm children and help them feel settled and safe. This improves outcomes for children with SEND and those who are disadvantaged.

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Leadership and governance Needs attention

Breaches to the statutory requirements mean that leaders are not consistently secure in their knowledge of some of the changes made to the early years framework. Not all mandatory training is up to date, however, leaders and staff are clear on their roles and responsibilities. Leaders have taken prompt action to begin to address the breach and there is no negative impact on children's learning or welfare.

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Leadership and governance Needs attention

Leaders generally understand the settings strengths and areas for development. They are reflective of the provision and discuss where alterations could be made to improve outcomes for children. For instance, plans are in place to develop and create new spaces to enhance what they already offer children with special educational needs and/or disabilities (SEND).

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Leadership and governance Needs attention

Staff have regular meetings with leaders where they discuss their well being and any support they need to carry out their roles successfully. They are highly valued by leaders and given opportunities to build their confidence and are supported in their own professional development. Staff report feeling happy in their roles and part of a close, supportive team.

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Leadership and governance Needs attention

Leaders work in partnership with other professionals in a timely and thoughtful manner. They listen to advice and implement suggestions in the setting to further support children with SEND, to make the progress they are capable of.

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Leadership and governance Needs attention

Leaders have built effective relationships with parents. They provide support to families, including practical help, such as access to resources and guidance. Parents report feeling part of their child's learning journey. They feel included and know how to continue supporting their child at home to make progress in their development.

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

Breaches to the statutory requirements mean that leaders are not consistently secure in their knowledge of some of the changes made to the early years framework. Despite this, there is no negative impact on children's learning or welfare. Leaders and staff create a kind and caring atmosphere where children are happy and ready to learn. Children are warmly welcomed into the setting by familiar and friendly staff. An effective key person system helps children to feel settled and secure right from the start. Children are eager to come to the preschool and quickly settle to an activity alongside their friends. Routines and boundaries are well embedded, supporting children to know what to expect and what will happen next. This helps them to enjoy a familiar, routine environment that supports their well being.

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

Children show an interest in their learning. They are typically motivated to join in and focus well on a range of different activities. For example, they sing along to familiar songs, listen carefully as they guess what object they can hear and giggle in delight as they play hide and seek. Children receive praise for their achievements and for joining in and helping. This supports their sense of pride and increases their desire to be involved.

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

Children benefit from a curriculum that is planned to cover all areas of learning, with a particular focus on communication and language development. Staff deliver activities based on children's interests to keep them engaged. Regular assessment helps to target learning at children's individual age and stage of development. All children make progress from their starting points. Children who have special educational needs and/or disabilities make progress through carefully planned small targets and intensive small group work. Children are beginning to form friendships, increase their independence skills and are encouraged to build a range of vocabulary. They learn how to sit and listen and take part in activities.

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

Staff are quick to recognise when a child may need additional support with their learning and development and well being. They implement advice from specialists involved in children's care and regularly communicate with parents. Children benefit from this joined up way of working, and generally receive consistent support across home and the setting. Children are supported to feel a sense of belonging. They enjoy celebrating their key groups

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Address:

Phoenix Community Primary School Belmont Road, Kennington Ashford Kent TN24 9LS

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Address:

Type: Childcare on non-domestic premises achievements, signing happy birthday to their friends and recognising each other's strengths.

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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 mandatory training and any changes to statutory guidance are addressed in a timely manner and staff are supported to fully understand their roles and responsibilities. 02/10/2026

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator and parents 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. Registration date: 22/03/2018

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About this inspection

Registered person: Dawkins, Nicola Yvonne

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About this inspection

Operating hours: Monday : 09:00 - 15:00,Tuesday : 09:00 - 15:00,Wednesday : 09:00 - 15:00,Thursday : 09:00 - 15:00,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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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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