Maryfield Pre-School 1

Inspection of Maryfield Pre-School 1 73 Leysdown Road, London SE9 4UB

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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 Good

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The provision is good

Children have secure bonds with staff, helping to support their learning and development. Children arrive eager to find their friends and start playing. Staff are fully aware of the impact of the COVID-19 pandemic on the children. They use this information effectively to plan activities, helping to support children's learning and development. Children learn how to use timelines so they are fully aware of routines. This helps to ease children's anxieties and enables them to settle and enjoy their session at the pre-school.

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The provision is good

The most able children are challenged during play. As they draw characters from a book, they write their names with ease. They are encouraged by staff to write a description of their picture. Children concentrate hard as they form letters to spell 'car'. They enthusiastically show all staff, who match this with praise. Children's self-esteem is nurtured well. Children practise their early writing skills throughout the sessions. They expertly use small hammers with tacks to make different shapes. They recall what has been taught to them as they safely use the hammers. All children make good progress with their learning and development from their starting points.

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need to do better?

n Leaders make sure that staff are all fully aware of the learning intentions for children and why these are in place. Staff plan and implement activities effectively to support children's development. n Staff are all consistent in their approach to behaviour management. Positive reinforcement is used well by staff, teaching children the importance of being kind to their peers. Children behave well. n Partnership with parents is not as strong as it could be. Staff do not currently share and gather children's interests and progress with parents. Consequently, parents do not have all the information they could to bring about the best possible outcomes for children. n Staff have recently started to provide breakfast as part of the morning snack time. Staff teach children portion control. They support children's language development as they request what they would like to have. Staff are alert to the cost of living crisis, making sure children have plenty of food to eat during the

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need to do better?

day. n Parents describe how happy their children are to attend and the progress they are making. However, they explain that staff have recently stopped sharing more information with them about the progress children are making. Overall, they are more than happy with the pre-school and the quality of care that is provided. n Children are confident learners. They excitedly join in story time and confidently

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need to do better?

9 November 2022 answer questions about the books. They learn about rhyming words and giggle excitedly as they repeat them after staff. Children's literacy development is nurtured well. n Staff teach children skills in readiness for their move to school. Children are confident in dressing and undressing, particularly when going outside to play. They are also confident in asking staff for help when it is needed. For example, they ask staff for support when they need to visit the toilet or when they have finished their snacks and lunches. n Staff support children's small-muscle development well. They teach children how to hold scissors for them to cut out objects. Children skilfully use the scissors and exclaim with delight at their achievements. n Leaders support staff health and well-being effectively. They work together to make sure that workloads are acceptable. Leaders adjust working patterns to support staff's mental health and well-being.

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need to do better?

n Staff are aware of children with early worries and monitor them closely to ensure they do not fall behind with their learning and development. n Children access resources, both inside and outside, to support their physical development. They are skilled in using climbing frames and are fully aware of the need to ask staff to supervise them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have a clear understanding of safeguarding procedures. They are fully aware of the signs and symptoms of child abuse and neglect. The provider shares local safeguarding concerns with staff, enabling them to be proactive in keeping children safe. Staff carry out daily safety checks to make sure play areas are safe for the children. They work with the church to make sure that the garden areas are safe for children to play in. Staff follow policies and procedures and have their mobile phones locked away. All these procedures help to keep children safe.

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should:

n improve information sharing about children's stages of development and learning between the pre-school and parents to further support children's learning.

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Setting details

Unique reference number EY473568 Local authority Greenwich Inspection number 10259640 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 32 Number of children on roll 26 Name of registered person Brewer, Dawn

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reference number

Telephone number 02088514874 Date of previous inspection 14 September 2017

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Information about this early years setting

Maryfield Pre-School 1 re-registered in 2013 and has a sister pre-school in Bromley. It is located near Mottingham, in the Royal Borough of Greenwich. The pre-school is open each weekday, from 9am to 3pm, during term times only. The pre-school receives funding for the provision of free early education for children aged two, three and four years. Six members of staff work directly with children, including a part-time early years teacher. The manager holds a relevant qualification at level 5 and a further four staff hold qualifications at level 3 or above.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n Staff spoke with the inspector during the inspection. n The inspector spoke with the registered individual about the leadership and management of the setting. n The manager and the inspector carried out a joint observation during story time. n The inspector observed interactions between staff and children and the quality of education being provided and assessed the impact that these were having on children's learning. n The inspector and manager carried out a learning walk and talked about the learning intentions for children. n Parents shared their views of the setting with the inspector.

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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

9 November 2022 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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