South Vale Pre-School

Inspection of South Vale Pre-School 970 Harrow Road, The Youth Centre, St. Georges Church, Wembley, Middlesex HA0 2QE

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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 demonstrate that they have positive and strong bonds with staff. Staff greet them warmly and children show that they are excited to arrive at the pre- school. Staff provide opportunities for children to develop their physical skills indoors and outdoors. Children climb and balance as they use the indoor climbing frame and skilfully balance across logs outdoors. Staff provide enough tools and equipment for all children to take part and provide a commentary to their play. They recognise the importance of supporting younger children's language development.

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The provision is good

Staff plan well-thought-out activities to enable all children to take part in the different learning opportunities. Children with special educational needs and/or disabilities (SEND) are well supported. The special educational needs coordinator (SENCo) works with staff to ensure that focused plans are in place to support children's development. The SENCo works with outside agencies and organises individual sessions to support children with SEND.

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The provision is good

Children behave very well. They know the routines and rules for the nursery. Staff are consistent in their expectations of children's behaviour. They use lots of praise and positive reinforcement to good effect, and children are keen to please.

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need to do better?

n Staff support children's communication and language development well. For instance, they read stories and sing nursery rhymes with them. Staff listen to children and use lots of repetition to support their speaking. For example, they listen to what children have to say and carefully model language and new words so that children can hear them correctly. Staff plan specific programmes of support to ensure that all children develop their communication and language skills. n The manager and staff provide a broad, ambitious curriculum, which helps children to progress in their learning. Staff use the information they gather about the children to ensure that progress is made. At times, their intention of what they want children to learn is too wide and does not sufficiently focus on the skills that children need to learn. This means that, sometimes, staff do not focus activities sharply enough on specific knowledge that individual children need to

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need to do better?

learn. n Staff identify the importance of supporting children's language development and social skills throughout the pre-school. Children show delight and positively interact with music sessions. For example, they listen and eagerly sing along to the songs they have learned. Children take turns to choose their favourite songs and listen to their friends' ideas.

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need to do better?

29 February 2024 n Children demonstrate an understanding of the routines. Staff support children to learn to be independent and manage their own care needs. For example, they learn how to put on and take off their own coats and help to prepare tables for mealtimes. However, at times, opportunities for children to extend this independence are not consistently provided by all staff. n Staff use a range of opportunities to support children in their emerging understanding of mathematics. Staff model counting and praise children as they readily join in to count jungle animals during an imaginative play activity. n The manager supports staff well to ensure that they receive the support and time they need to be effective in their roles. Staff report that the manager and the whole team work cooperatively to ensure that they are providing the best possible service. Staff undertake specific training in relation to their professional

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need to do better?

development, which further enhances their skills and knowledge. n Parents excitedly comment on how the pre-school staff support their children. They comment that communication is good and they receive regular updates on their children's learning. Parents say that staff are attentive and kind to their children. They discuss how their children have been supported in transitions, such as starting at the pre-school and moving on to school. n The manager plans opportunities to support children's wider personal development. For example, children enjoy visits in the local community. Parent workshops are provided on supporting oral health and healthy eating. This ensures that children and their families develop positive attitudes to healthy lifestyle choices.

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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 extend opportunities for all children to develop their independence and self-help skills even further n continue to develop staff's knowledge of the curriculum learning intentions, so that all activities for children have a clear focus.

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Setting details

Unique reference number EY494472 Local authority Brent Inspection number 10308529 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 30 Number of children on roll 27 Name of registered person South Vale Playgroup Committee

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reference number

Telephone number 07745860794 Date of previous inspection 9 March 2018

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Information about this early years setting

South Vale Pre-School registered in 2015. It is situated in Wembley, in the London Borough of Brent. The pre-school operates Monday to Friday from 9am until 3pm, during term time only. There are eight members of staff. Of these, seven hold appropriate early years qualifications at level 3 or above, and the manager holds early years teacher status. The pre-school provides funded early years education for three- and four-year-old children.

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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 manager and has taken that into account in their evaluation of the pre-school. n The manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n The inspector carried out a joint observation with the manager. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n The inspector spoke with staff and interacted with children. n Parents shared their views of the pre-school with the inspector. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities.

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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

29 February 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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