Christchurch Pre-School (Dartford) Ltd

What is it like to attend this early years setting?

Children are happy and feel at home in this inclusive pre-school. On arrival, they quickly immerse themselves in play, demonstrating high levels of enjoyment and engagement. For example, children are keen to explore the creative area and the salad spinner to see what happens when they add paint. Their curiosity drives them to experiment with varying amounts of paint, exploring cause and effect. Children show independence in selecting the resources they want to use to compliment their play and learning.

The learning intentions for children are ambitious and build on what they already know and can do, this is carefully decided by the staff who know children well. The curriculum has a current focus on children's, communication and language skills, and building independence and resilience, ready for their eventual transition to school. Children with special educational needs and/or disabilities, receive effective support through early identification, this helps to bridge gaps in their development. All children are making good levels of progress from their starting points.

Children behave well and listen to staff. The pre-school 'golden rules', such as 'using indoor voices', and 'walking inside' are well embedded and staff are consistent in modelling these to children. Furthermore, children are supported in learning how to manage their own minor disputes and show empathy to others.

What does the early years setting do well and what does it need to do better?

• The pre-school has been acquired by a new provider since the last inspection. They have a clear oversight of what they want to improve and a vision for preparing children for lifelong learning. The provider regularly meets with staff individually to talk about their well-being, child development, the curriculum, and safeguarding. This helps ensure that the curriculum intentions are aligned with the children's needs. As a result, all children are receiving good quality care and education.
• There is a strong focus on supporting children's communication and language. Songs, rhymes and stories are central to everything that staff do. Staff engage in meaningful discussions with children. This helps children develop an awareness of two-way conversations. Staff introduce words, such as 'carbohydrate' as they speak with children about living a healthy lifestyle and the various food groups. This gives children confidence to use new words in their play.
• The curriculum for mathematics is firmly embedded. Staff use number songs and rhymes to introduce children to shapes, counting and numbers. Children learn about matching and sorting as they use counters to match numbers to quantity. Furthermore, children develop an understanding of mathematical concepts, such as 'more', 'less', 'odd' and 'even'. This helps children to get a good grounding in early mathematics.
• Children enjoy exploring their physical development. They have opportunities in doors to climb on small apparatus to develop their co-ordination and large muscles. Outside children run and play chasing games, scoot along on wheeled toys and use balls to kick and throw. Children also engage in fine motor activities. For example, they enjoy grating chalk on a cheese grater to mix the powders and explore colours. However, at times the routines of the day and the set times for children to be outside does not cater to their individual preferences of where they prefer to play, and at times distracts them from engaged levels of learning.
• Children are provided with meaningful opportunities to learn about the wider world. The faiths, cultures and religions of all children are celebrated and given value. For example, parents are invited into the pre-school to share their cultures and knowledge with the children. Children have been provided with opportunities to make Rangoli patterns to learn about Diwali, and parents shared with children how to make paper lanterns to celebrate Chinese New Year. Furthermore, at Christmas children have visits from the local vicar to learn about Christian festivals.
• Staff regularly share information with parents regarding their children's, development and next steps in learning. There are opportunities for parents and staff to meet face to face, and communicate via the pre-school app. Furthermore, effective settling visits allow staff to gather information regarding children's individual needs and build a relationship with their keyperson. When there are concerns regarding children's development staff are swift to communicate this to parents and get support in place.

What the setting must and should do next

The provider should:

• further develop routines to allow children time to explore and expand their learning for longer periods in their preferred environment without interruptions.