Greenwich House Independent School, Kindergarten and Creche

Inspection of Greenwich House Independent School, Kindergarten and Creche Greenwich House School, 106 High Holme Road, Louth LN11 0HE

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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 are greeted by caring and kind staff when they arrive, and show that they enjoy coming into the homely setting. When they first attend, staff invite parents to help children to settle in and use this time to get to know and support children to follow their interests. This allows children to develop strong relationships with staff. As a result, children settle quickly and are ready to learn. Staff know the children well and provide a range of activities that children freely access. Children are supported to develop their mathematical skills. For example, staff encourage them to count as they fetch and carry buckets of water to create muddy puddles. Staff model behaviour that helps children to know what is expected of them. Children demonstrate good social skills as they take turns and share the paints with other children and say, 'You can have it after me.'

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The provision is good

Children are supported by staff to understand how to manage risks themselves as they manoeuvre their bodies carefully and safely up ladders and onto a climbing block. This helps to increase children's self-confidence. Children are encouraged to use their imagination when staff ask them to hunt for a pretend bear. They remember favourite stories and enthusiastically retell them as they search for the bear. When children climb and jump off toadstools they say, 'Where is that bear?' They gleefully cheer and giggle in excitement as their search comes to an end.

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need to do better?

n Overall, the manager and staff implement a curriculum that supports all children's development, including those with special educational needs and/or disabilities. This helps children to progress in their learning. n Staff listen to children's views. They provide pre-school children the opportunity to take responsibility with planning their own activities. Staff ask pre-school children to talk about and draw what they are interested in and would like to learn about. Staff use this information to plan activities to help build on children's learning. For example, when children share their experience of visiting an aquarium, this sparks other children's curiosity. Staff support this developing interest in sea creatures. They provide resources for children to independently explore and children paint pictures of humpback whales. n Staff encourage children's self-care skills. This includes showing children how to

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need to do better?

use cutlery, appropriate for their stage of development to feed themselves. However, occasionally, staff do not follow the setting's curriculum in supporting children's independence. For example, staff step in too quickly to help children to wipe their nose and put on their coat. n Staff help children to understand the importance of keeping hydrated and being healthy. Children have unlimited access to drinking water. Staff and children encourage each other to try a variety of new food tastes. Older children try

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need to do better?

Creche 27 March 2024 papaya and say, 'I don't like that one,' as they pull faces at one another. n Mealtimes are a sociable experience for children. Staff are positive role models and sit alongside children, showing them good table manners, as they hold conversations with them. n Children show that they enjoy the time they spend outdoors. However, at times staff take on a supervisory role when children play outdoors, and interactions with children are not as effective as when they are indoors. This limits opportunities for children to build on their learning when they play in the garden. n Parents speak positively about the setting. They appreciate the resources they can borrow to help them continue to support their children's learning at home. Children share with their parents that they love attending and have fun. n The special educational needs coordinator (SENCo) has a clear understanding of her role. When staff identify potential gaps in children's development the SENCo

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need to do better?

works closely with the team to develop targeted support to further children's development. Furthermore, additional funding is used to effectively to support children's individual needs.

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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 help staff to implement the agreed curriculum to develop children's independence n improve staff's interactions with children outdoors, to build on their learning and enjoyment.

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Setting details

Unique reference number 2661290 Local authority Lincolnshire Inspection number 10319756 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 44 Number of children on roll 66

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Name of registered person

Greenwich House Independent School Partnership

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reference number

Telephone number 07368695252 Date of previous inspection Not applicable

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Information about this early years setting

Greenwich House Independent School, Kindergarten and Creche is owned by Greenwich House Independent School Partnership. The setting was registered in November 2021. The setting opens Monday to Friday all year round, closing between Christmas and New Year. Sessions are from 8am until 6pm.The setting employs 13 members of childcare staff. Of these 13 hold appropriate early years qualifications, one at level 6, nine at level 3 and one at level 2. The manager and another staff member hold Early Years Professional Status.

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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 and the inspector completed a learning walk together of all areas of the setting and discussed how the manager implements the curriculum. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke to the inspector throughout the inspection. n The inspector spoke with staff at appropriate times throughout the inspection. n The inspector carried out a joint observation with the manager. n The inspector held a meeting with the manager. She reviewed relevant documentation and evidence of the suitability of staff working in the setting. n Parents shared their views on 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

Creche 27 March 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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