Little Caterpillars

Little Caterpillars Poplar Primary School, Poplar Road South, LONDON SW19 3JZ

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Inspection date 18 December 2018 Previous inspection date 21 October 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The provider and manager work well together to identify strengths and areas for development to maintain this good-quality nursery and out-of-school provision. n Staff plan a variety of focused activities based on what children need to learn next. For example, children listen as staff skilfully read a story about a caterpillar. They concentrate as they remember the sequence of the story. Children enthusiastically name different food, such as 'pickle' and 'water melon'. n Children enjoy plenty of fresh air and physical exercise. They carefully balance on beams, ride trikes and enjoy rolling large hoops to each other. Children make good progress and achieve well. n Children are confident and independent. They freely explore the environment indoors and outdoors. Children independently select from a variety of imaginative activities, such as when they build with pretend bricks and work out how to join magnetic shapes

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This provision is good

together. n On occasion, some staff do not precisely monitor children's progress to identify gaps in their learning. n Leaders do not provide staff with greater opportunities to identify other ways to continually develop their professional development.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

n build further on the good assessment systems to monitor children's progress and identify gaps in learning even more precisely from when they first start n strengthen systems to identify and support staff's on-going professional development to a higher level.

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What the setting needs to do to improve further

Inspection activities n The inspector had a tour of the premises with the manager. n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector completed a joint observation with the manager and assessed the impact of the quality of teaching and learning. n The inspector spoke with parents to seek their views and comments. n The inspector discussed with leaders and sampled documentation for the breakfast and after school provision. n The inspector checked staff qualifications, training certificates and evidence of their ongoing suitability.

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Effectiveness of leadership and management is good

Safeguarding is effective. Leaders and staff regularly up-date their skills and knowledge to promote children's welfare and safety. They recognise typical signs and symptoms of abuse and neglect that may cause them a concern about a child's welfare. Staff know the local procedures to follow to report their concerns. Leaders and staff organise care before and after school to ensure a smooth and safe transition for all children who attend Poplar Primary School, the school nursery and Little Caterpillars. Leaders seek and value the views of parents to further contribute to the self-evaluation process. Following parent questionnaires, parents gain more information from the variety of childcare their children attend to promote continuity of their children's care and learning.

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Quality of teaching, learning and assessment is good

Each child's key person provides parents with regular assessments of their children's learning and development to support their children's learning to a good level. Staff provide a wide range of exciting activities to enthuse and motive children to learn. Children are keen learners. Staff provide good opportunities to promote children's early literacy skills further. For example, children excitedly recognise objects with rhyming sounds, such as 'bee' and 'tree' to further help them notice and play with similar sounds within words. Staff skilfully demonstrate and explain as they help children choose from a variety of Christmas art and crafts to make a picture of a snow man.

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Personal development, behaviour and welfare are good

Staff are good role models. They confidently promote children's good manners and encourage good hygiene practices well. Children learn to share and take turns with toys and they begin to form friendship groups. Children have good behaviour and are emotionally secure. They have built positive relationships with their key-person and all staff. Children are creative and use their imagination well. For example, children excitedly pretend to cook for staff in the role-play kitchen. Staff look at a restaurant menu to request what they want to eat. Children enthusiastically pretend to cook with dry pasta and rice. Equality and diversity is promoted well. Children begin to value other families home experiences and beliefs.

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Outcomes for children are good

Children learn the skills they need for the next stages in their learning and eventual move on to school. Children begin to interpret the marks they make as they paint, for example, excitedly saying 'it is a big sea monster'. Their self-help skills are developing well. They confidently put on their coats, wash their hands and pour themselves a drink. Staff work well with parents to help children to toilet train and older children use the bathroom independently. Children begin to count and recognise numbers up to 10. They solve problems as they work out how to put a train track together.

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Setting details

Unique reference number EY395440 Local authority Merton Inspection number 10071456 Type of provision Full day care

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childcare on non-domestic premises Age range of children 2 - 11 Total number of places 60 Number of children on roll 129 Name of registered person Barley, Averil

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reference number

Date of previous inspection 21 October 2015 Telephone number 07988 156 446

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reference number

Little Caterpillars registered in 2009. It is located at Poplar Primary School in Morden, Surrey. There are 19 members of staff. The provider holds a qualification at level 4, eight members of staff hold qualifications at level 3 and two are qualified to level 2. The nursery opens from Monday to Friday, term time only. Sessions are from 9am to 3pm. The breakfast and after-school club is solely for the children who attend the school and runs from, 7.30am until 8.45am and 3pm to 6pm, Monday to Friday, during term time only. The nursery provides funded early education for two-, three- and four-year-old children.

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This inspection was carried out by Ofsted 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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reference number

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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