Stanmore Baptist Church Preschool

Inspection of Stanmore Baptist Church Preschool Abercorn Road, Stanmore, Middlesex HA7 2PH

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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

The pre-school is well established in the community. Parents are warmly welcomed by the experienced staff, who provide a safe and inclusive environment for children. Staff create a 'family' atmosphere in the pre-school, which helps children to feel comfortable, happy and secure in their care. Staff are good role models. They cherish children and treat them with respect and kindness. Leaders are clear about what they want children to learn while they are at the pre-school. They have high expectations of all children and plan an ambitious curriculum that covers all areas of learning. All children, including those who are learning English as an additional language, make good progress. There is a good focus on children's developing communication and language skills.

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The provision is good

Staff offer children a wide range of well-resourced activities that support their physical and cognitive development. Children practise cutting, use glue and sticky tape to make models, sort and thread reels, hunt for bugs and make colourful potions. Children with special educational needs and/or disabilities (SEND) are supported well. Staff observe children closely, identify any additional needs early and seek support. They use strategies from other early years professionals, such as speech and language therapists, to support children's development and help them to make progress.

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need to do better?

n Staff understand how children learn. They build effectively on children's existing knowledge. For example, when children discover a snail and beetle in the garden, the manager finds a book to read to children that extends their understanding of minibeasts. n Most children are eager to take part in the full range of activities on offer. However, staff do not consistently make sure that children are encouraged to take part in all aspects of the provision, and not just those that take their interest, to help maximise children's progress across all areas of learning. n The curriculum for understanding the world is a strength of the pre-school. Children learn about the environment, the seasons and how things grow. They sweep up leaves in autumn to make compost and then use this to plant seeds. Children care for the vegetables as they grow and then use them in their cooking activities. n Staff encourage children to use good manners. They use targeted praise when

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need to do better?

children manage tasks well, such as 'good pouring'. Children generally behave well. However, sometimes, in the pre-school room, children find it hard to regulate their behaviour during whole-group times, such as snack time and story time. This is an area for leaders to review to ensure that all children benefit from the learning opportunities during these times.

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need to do better?

10 May 2024 n Staff take individual children's and parents' needs into account when planning the routine of the day. For example, they have changed the pre-school's opening times to make drop-off and collection times easier for those parents who have children at the nearby school. n Parents and staff speak highly of the leadership team. All staff have opportunities to take up training to support their continuous professional development. Staff meet regularly to review and evaluate the quality of the provision. All staff contribute to all aspects of the pre-school's curriculum, planning and routines. n Children become confident communicators. They converse with staff and share news from home, such as 'My mummy does not like snails.' Staff listen carefully and ask open-ended questions to promote discussion and thought, such as 'What can you see through the magnifying glass?' n Children benefit from outings that develop their understanding of the wider

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need to do better?

world. Children enjoy new experiences, including trips to the library, café and theatre. Staff turn photos of these visits into books, which support children to recall events and their friends who have left the pre-school. n Staff give children's well-being a high priority. All staff get to know children and their families well. Parents feel supported and able to share information that has an impact on their children's development. They feel that staff are caring and approachable.

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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 ensure that all children are encouraged to access the full range of provision n review whole-group times, such as snack times and story times, in the pre- school room so children benefit fully from these aspects of the routine.

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Setting details

Unique reference number 509041 Local authority Harrow Inspection number 10335195 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 41 Number of children on roll 20

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Name of registered person

Stanmore Baptist Church Preschool Committee

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reference number

Telephone number 07572828142 Date of previous inspection 7 June 2018

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Information about this early years setting

Stanmore Baptist Church Preschool is a committee-run setting and registered in 1992. It is located in the London Borough of Harrow. In total, seven staff work with children, all of whom hold relevant early years qualifications. The manager is a qualified teacher. The pre-school opens during term time, from 9.15am to 12.15pm, Monday to Friday. It provides funded early education for two-, 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 provider. n The manager, co-manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Children, leaders and staff spoke to the inspector during the inspection. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. 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 snack time in the pre-school room with the manager. n Some parents shared their views on the pre-school with the inspector. n The co-manager showed the inspector documentation to demonstrate the

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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

10 May 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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