Lincoln Hall Preschool

Inspection of Lincoln Hall Preschool The Linc Centre, 70 Fern Street, Bow, LONDON E3 3PR

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children thoroughly enjoy their time in this stimulating learning environment. They are happy, settled and content. Staff are caring and place a strong focus on promoting children's personal, social and emotional development. Children behave well and form positive relationships with staff. The manager and staff set high expectations for individual children and provide a well-designed curriculum that meets all children's learning and developmental needs. For example, they offer a lot of one-to-one tailored support to children with special educational needs and/or disabilities (SEND) to help them make the same progress from their starting points as their peers. Children show a positive attitude towards learning. For example, younger children maintained high levels of concentration while practising their early mark-making and writing skills. In addition, children enjoyed listening to a story and acting out new and familiar situations. Children who are in receipt of additional

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The provision is good

funding are developing essential skills for their future learning, including starting school. For example, some children who found it difficult to engage in activities and make relations at the start of the term are now developing good listening and attention skills.

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need to do better?

n The manager and staff provide an ambitious curriculum across all areas of learning. They ensure that children who learn best outside have numerous opportunities to follow their interests. For example, staff allow children to have free-flow access to the garden and provide interesting activities such as hunting for creepy insects and jumping in 'muddy puddles' to keep them engaged. n Additional funding is used well to improve outcomes for children from disadvantaged backgrounds. For example, the ratio of adults to children is very high to enable them to offer specific support, particularly for children from disadvantaged backgrounds, so that they acquire the necessary skills they need for life, including listening and speaking skills. n Staff use effective strategies to help children to become familiar with the daily routines. They give clear rules and expectations for behaviour and encourage children to share and take turns. This helps children to learn what is expected of

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need to do better?

them. In addition, staff provide healthy snacks and regular daily outdoor play to support children's physical well-being. n Staff are caring and know the children well. They offer appropriate cuddles to reassure children and praise them to help boost their self-esteem. This helps children to settle in quickly and become confident learners. n Children with SEND receive exemplary support. The manager and staff work well with outside agencies and implement effective teaching strategies to help children who have complex needs to make good progress in their learning and development.

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need to do better?

12 November 2019 n The manager acts as a good role model to staff and places high priority on the well-being of staff and children. She gives staff opportunities to work flexible hours and reduces their workload to help them fulfil their duties and responsibilities efficiently. n The manager and staff work closely with parents to provide a consistent approach in meeting children's care and learning needs. They consistently share information and provide practical support and advice for vulnerable families. n Staff use information from observation and assessment well to plan for children's learning. They engage with children in their play and ask relevant questions to build on their learning. Nonetheless, at times, interactions between staff and children are not fully effective in extending children's learning. n Overall, staff have good training opportunities to develop their skills and knowledge. However, supervision and coaching arrangements are not fully

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need to do better?

effective in identifying and remedying any weaker elements of practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff have a suitable understanding of the procedures to follow if they have any welfare concerns, including how to prevent and protect children from situations which may put them at risk of harm. The manager and staff have recently reviewed their risk assessment to ensure that all areas of the premises are secure and safe for children's use. The manager ensures that there are enough adults working with children and deploys them well to supervise children's play and to help keep them safe. The provider follows effective recruitment procedures to ensure the suitability of staff working with children.

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should:

n improve arrangements for the supervision and training of staff so that any weaknesses in teaching are identified and addressed.

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Setting details

Unique reference number 119584 Local authority Tower Hamlets Inspection number 10128054 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care Age range of children 2 to 4 Total number of places 40 Number of children on roll 56 Name of registered person Lincoln Hall Pre School Committee

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reference number

Telephone number 020 7987 8057 Date of previous inspection 15 May 2014

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Information about this early years setting

Lincoln Hall Preschool registered in 1982. It is situated in the Linc Centre in Bow, in the London Borough of Tower Hamlets. The pre-school is managed by a voluntary management committee. The pre-school serves the local community and provides two sessions each weekday from 8.45am to 11.45am and 12.30pm to 3.30pm, 38 weeks of the year. The pre-school receives funding to provide free early years education for children aged two, three and four years. There are 17 members of staff who work across two settings. Of these, 15 hold appropriate early years qualifications. This includes two members of staff who hold qualifications at degree level.

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Inspection activities

n The inspector observed the quality of education and the impact this has on children's learning. n The inspector conducted a joint observation with the manager and held discussions about children's learning. n A learning walk of the play and learning areas was conducted by the inspector. n The inspector spoke with children and joined in their play. n The inspector took account of the views of parents spoken to on the day of the inspection.

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Inspection activities

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.

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Inspection activities

12 November 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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