Loxford First Step Preschool

Inspection of Loxford First Step Preschool School Lodge, Loxford Lane, Ilford IG1 2UT

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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 Not applicable

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The provision is good

Children enter the pre-school happily and separate easily from their parents. They show that they feel safe and secure with practitioners, who are warm and caring. Children choose where they would like to play, and practitioners are readily available to play with them and extend their learning. This supports children's emotional development.

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The provision is good

Overall, the manager has put a good learning programme in place to support children's learning. The special educational needs coordinator works effectively in partnership with outside agencies and parents. Practitioners ensure that all children with special educational needs and/or disabilities receive good support to help them to close gaps in their learning. This has a positive impact on the quality of education that all children receive.

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The provision is good

The practitioners are good role models. They are polite in their interactions with children, who, in turn, demonstrate politeness to their friends. For instance, children kindly pass plates of apples and cucumbers to their friends at snack time. Children show respect to their friends. They play cooperatively alongside and with each other. Children behave well.

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need to do better?

n The manager values the practitioners and leads them well. She ensures that they have time each day to spend with their key children. Practitioners know their key children well. For instance, they set up experiences in calm areas that they know children like to quietly explore. This supports children's sense of belonging and well-being. n Practitioners ensure that materials and resources are available for children to use. However, at times, they do not give children enough time to fully explore the resources. For instance, during some group sessions, children do not have enough time to think and communicate their own ideas. The manager recognises that more can be done to support children's communication, curiosity and problem-solving skills even further. n Practitioners support children to learn in meaningful ways. They set up sensory experiences with pumpkin, spaghetti and play dough, and children use their

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need to do better?

hands to squeeze, press and mould them. Outside, they use ride-on bikes, balance on low beams, and climb up and go down a slide. This benefits children's small- and large-muscle development. n Children enjoy nutritious snacks, which are freshly prepared at the pre-school. Practitioners help children to understand how food contributes to a healthy lifestyle. For instance, they work with parents to ensure that the packed lunches that children bring in are healthy and meet their dietary needs. This promotes

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need to do better?

1 November 2023 children's health. n Practitioners support children's understanding of early mathematical concepts. They skilfully help children to develop their counting skills. Children learn about numbers through playful activities and experiences. n There is good support for children who speak English as an additional language. Practitioners understand the importance of children using their home languages alongside English as they play and learn. Some staff speak several languages and are skilful in their interactions with children. This supports children's next steps in education. n Practitioners help children to develop their communication and language skills through everyday routines. For instance, as children walk down the stairs and line up, staff sing songs and rhymes and children keenly join in. The manager uses additional funding to enable staff to access training to develop children's communication and language skills further.

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need to do better?

n The manager and practitioners form good relationships with parents. They gather information about children before they start. They use this information to begin to plan activities and experiences for the children. This supports children to make good progress from their starting points. n Partnership with parents is strong and effective. Parents feel that practitioners are approachable and friendly. They value the support they receive from the manager and their children's key persons. This has a positive impact on children's personal development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and practitioners demonstrate a good awareness of safeguarding practice. They understand the importance of recognising any cause for concern. Practitioners know how to report any concerns, including allegations against those working with children. They are trained to understand the provider's safeguarding policies and procedures. They carry out risk assessments to remove hazards, such as broken resources, to help to ensure children's safety. The recruitment and induction of practitioners is thorough, and individual suitability assessments are completed.

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should:

n continue to develop staff's understanding of how to promote children's problem- solving and communication by allowing them the time to explore and test out their ideas as they play.

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Setting details

Unique reference number 2655266 Local authority Redbridge Inspection number 10308744 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 24 Number of children on roll 36 Name of registered person 2HM LIMITED

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reference number

Telephone number 07954374421 Date of previous inspection Not applicable

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Information about this early years setting

Loxford First Step Preschool re-registered in 2021. The setting is situated in the London Borough of Redbridge. The setting operates from Monday to Friday, 8.50am to 3.30pm, during term time only. The setting receives funding for the provision of free early education for children aged two, three and four years. The setting employs 11 members of staff, of whom eight hold a level 3 childcare qualification.

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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 The manager joined the inspector on a learning walk. She talked to the inspector about the curriculum and what practitioners want children to learn. n The manager and the inspector carried out a joint observation together. n The inspector spoke with practitioners during the inspection. n The inspector spoke with parents to gather their views of the setting.

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Inspection activities

1 November 2023 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

1 November 2023 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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