St Augustine's Pre-School

Inspection of St Augustine's Pre- School St. Augustines Church Hall, St. Augustines Road, Belvedere, Kent DA17 5HH

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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

Leaders and staff implement a broad curriculum that supports children's ages and stages of development. They are clear about what they want the children to learn and why. Leaders are proactive in working with external agencies to implement robust strategies to support children with speech and language delay. All children, including those who receive additional funding, make good progress from their starting points in learning.

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The provision is good

Staff are very welcoming and gentle towards the children. They have formed trusting relationships with the children. Children have settled well. They feel safe and happy in the pre-school. Children are eager to attend pre-school, and choose an activity that interests them.

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The provision is good

Staff maintain positive interactions with children, which helps to support their communication and language development. Most children sustain good levels of engagement during play and learning. For instance, they enthusiastically sing rhymes that they are familiar with and listen attentively to stories.

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The provision is good

Staff set high expectations for children's behaviour. They teach children to be kind and remind them of the expected behaviour boundaries. In addition, staff offer lots of praise throughout the day, which helps to boost children's self-esteem. This approach builds successfully on children's confidence and independence.

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need to do better?

n The manager and staff implement robust policies to help safeguard children's welfare. They have a suitable understanding of child protection, including the procedure to follow if they have any concerns about a child's welfare. Staff attend regular safeguarding training to help keep their knowledge up to date. The provider follows robust vetting procedures to ensure that staff are suitable to work with children. n The manager and staff have a clear vision for the pre-school. They understand the need to deliver an ambitious curriculum to ensure all children develop the skills they need for starting school. They use additional funding well to support children who are falling behind to catch up. However, they have not considered how they can structure group-time activities more effectively to help meet the learning needs of children identified with special educational needs and/or disabilities (SEND). n The manager and staff get to know the children and their families well. They

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need to do better?

gather detailed information from parents when children start at the pre-school to help them plan for their individual care and learning needs. This has a positive impact on children's personal development.

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need to do better?

30 January 2024 n Staff feel supported at the pre-school. The manager monitors staff's practice well. She has regular discussions with staff about their training needs and well- being, and supports them to manage their workload successfully. The team has regular meetings to reflect on what is working well and what areas would benefit from further improvement to help ensure better outcomes for children. However, on some occasions, especially during busy times, the manager does not deploy the staff well enough to support children's learning. n Children display good levels of emotional development. Staff encourage children to share and take turns. Staff use effective explanations and distractions to help children learn to choose between right and wrong. This approach contributes positively to the way children behave. n Partnerships with parents are effective. The manager and staff keep parents informed about children's care and learning. In addition, the staff team seeks

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need to do better?

and acts on the views of parents to help identify areas in which to drive improvements. Parents spoken to report that they feel their children are happy and have made progress since joining the pre-school. n Children are active learners and enjoy outdoor learning. Children show their excitement while taking part in ball games and learning to spin with hoops. Staff plan a wide range of learning experiences to help children build on their curiosity and understanding of the world. For example, they examine insects and plant vegetables with the children. They ask children questions about these activities to help them remember what they have learned. This helps children to develop a secure knowledge and understanding of the natural world.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n organise group-time activities more effectively so that all children, particularly those identified with SEND, can access the curriculum successfully and make better progress n review the deployment of staff, especially during busy times, to further support children's learning.

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Setting details

Unique reference number 115369 Local authority Bexley Inspection number 10327064 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

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inspection

Total number of places 30 Number of children on roll 21 Name of registered person St Augustine's Pre-School Committee

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reference number

Telephone number 0208 312 0616 Date of previous inspection 21 March 2019

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Information about this early years setting

St Augustine's Pre-School registered in 1992. The pre-school operates in Belvedere, in the London Borough of Bexley. It is open from 8.30am to 2.30pm, Monday to Friday, during term time only. There are five members of staff, all of whom hold appropriate early years qualifications at level 3 and level 4. The pre-school receives funding to provide free early education for children aged two, three and four years.

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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 and talked to the inspector about their curriculum and what they want their children to learn. n Children interacted with the inspector during the inspection. n The inspector talked to staff and some parents at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a group activity with the manager.

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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

30 January 2024 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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