Toddleswood Pre-School

Toddleswood Pre- School Willow Bank Primary School, Thamesmead SE2 9XB

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Inspection date 19 July 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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 Children arrive at the pre-school happy and quickly settle into the routine. They enjoy a well-resourced indoor and outdoor environment. The organisation of the broad range of activities helps children to confidently choose what activity they want to play with. Children establish strong friendships and show respect and kindness to each other. n Parents and staff have good relationships. Staff keep parents updated with information about their children's routines, activities and development. Parents are encouraged to support children's learning at home. n The management and staff team work well with other external agencies. They establish an effective two-way flow of information that provides children with consistency in their care and learning. All children, including those with special educational needs and/or disabilities, enjoy their learning and make good progress. n Children have a good understanding of how to keep themselves healthy and safe. Staff

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This provision is good

give children clear messages about eating healthily, doing exercise and keeping safe. For example, children learn the impact of healthy food on their body and importance of tidying away their toys, to prevent tripping hazards. n Children develop positive emotional bonds with their key persons and all other members of staff. Staff have a secure knowledge of children's personal needs. Children demonstrate that they feel emotionally secure and safe. n The manager does not focus the professional development plan precisely to help raise the quality of teaching, learning and assessment to the highest level. n Staff's assessment procedures upon entry are not precise enough to enable them to rigorously monitor every child's overall 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 focus the professional development plan more sharply to help raise the quality of teaching, learning and assessment to the highest level n accurately and precisely assess children's starting points in all areas of their learning and development.

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What the setting needs to do to improve further

n The inspector had a tour of the premises with the manager. n The inspector held discussions with the manager, children and staff at appropriate times during the inspection. n The inspector jointly evaluated the effectiveness of an activity with the deputy and discussed its impact on the children's learning. n The inspector looked at various documents, including policies and procedures, risk assessments and evidence of the suitability of staff. n The inspector spoke to a small selection of parents during the inspection and took account of their views.

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Effectiveness of leadership and management is good

The dedicated manager and deputy have a clear vision for the pre-school. The staff work well together to provide children with rich and stimulating learning experiences in a safe environment. They benefit from regular staff meetings and appraisals with the manager to support their professional development. For example, staff receive safeguarding training to ensure everyone is aware of their responsibilities to keep children safe and secure and how to deal with allegations against staff. They understand the procedures to follow if they have any concerns. Safeguarding is effective. Staff conduct robust risk assessments of the indoor and outdoor areas. This helps to identify hazards in the environment and minimise any dangers to children. Staff work well with parents and keep them well informed about their children's progress and well-being. Parents speak very highly of the level of care their children receive.

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Quality of teaching, learning and assessment is good

Children respond well to the attractive and good-quality learning environment. Staff plan a range of creative activities to promote children's imagination. For example, children explore paint in exciting ways, including using brushes, sponges and cars as painting tools to make different patterns. Children give meaning to the marks they make as they paint. Staff support children's communication and language skills. For instance, children thoroughly enjoy taking part in singing sessions and learn to copy actions and words. Staff know how to use a range of teaching aids, such as visual timetables and picture cards, to communicate effectively with all children and ensure they understand the routine. Staff provide meaningful learning experiences to promote children's understanding of growth in the environment. For example, children plant seeds and enjoy watering plants in the garden. Children observe and learn about their local

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Quality of teaching, learning and assessment is good

community. They have picnics in the local park and feed the ducks at a nearby pond.

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Personal development, behaviour and welfare are good

Children have daily opportunities to enjoy fresh air and exercise. Staff provide a broad variety of activities which help to develop children's coordination and balance. For example, children climb on large play equipment and ride tricycles. Staff help children to raise their awareness of healthy eating and positive hygiene practice. For instance, they encourage children to wash their hands before snack time and regularly talk to children about the importance of making healthy food choices. Staff encourage children to be independent and develop self-care skills, such as pouring their own drinks and putting on their own coats. Staff praise children's efforts and achievements. Children are self- confident and demonstrate a positive sense of self-esteem.

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Outcomes for children are good

Children are confident and enthusiastic learners. They gain the necessary skills needed for the next stage of their learning and the eventual move on to school. Children behave well and play together harmoniously. They enjoy counting objects and matching them to corresponding number cards. Early literacy skills are developing. Children listen to stories attentively and choose to explore books independently. Furthermore, they are beginning to link letters to sounds and write a range of different letters.

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Setting details

Unique reference number EY536844 Local authority Bexley Inspection number 10076865 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care Age range of children 2 - 4 Total number of places 46 Number of children on roll 85 Name of registered person Toddles Limited

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reference number

Date of previous inspection Not applicable Telephone number 02083201900

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reference number

Toddleswood Pre-School registered in 2012, and re-registered in 2016 with a change to the legal status. The pre-school is open from Monday to Friday during term time only. Sessions are from 8.50am to 11.50am and from 12.30pm to 3.30pm. The pre-school employs 12 members of staff, including one with qualified teacher status. It is in receipt of free early education funding for children aged two, three and four years.

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reference number

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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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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