St Paul's Beckenham Pre-School

Inspection of St Paul's Beckenham Pre-School St. Paul's Church Hall, Lawn Road, BECKENHAM, Kent BR3 1TP

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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 Requires improvement

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The provision is good

Leaders have designed a curriculum that that is broad and exciting. Staff plan a wealth of activities that are based on children's interests. They help children build a good understanding of the world around them. For instance, children confidently hold simple discussions about sustainability, the ecosystem and the importance of recycling waste with staff.

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The provision is good

Children are excited learners. They eagerly participate in planned activities and freely choose from the wide range of resources that is provided for them. Staff encourage children to become independent, particularly in their self-care. Children manage their toileting and handwashing needs appropriately. They retrieve their individual lunch boxes and serve their own portions of healthy snacks.

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The provision is good

Staff have high expectations for children's behaviour. Children behave well and emulate the positive and friendly conduct of staff. Children know what is expected of them and understand the pre-school's rules. They willingly stop their activities when it is time to tidy up. They cooperate well with staff and anticipate the change in routine. Children share their resources with their friends and develop an awareness of taking turns.

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need to do better?

n Leaders have taken swift action to address the weaknesses identified at the last inspection. They have adhered to safeguarding procedures and ensured that all the committee trustees have completed suitability checks. n Staff expertly encourage children's physical agility both indoors and outdoors. Children enjoy dancing, stomping their feet and exploring different movements using their bodies during musical circle times. Younger children are highly active as staff challenge their coordination, travel, balance and ball control. Older children learn the importance of teamwork and develop their listening and attention while playing games with rules taught by coaches. n Staff purposefully introduce children to carefully selected fact books and stories. They use these to teach children and help them recall important information they have learned. For example, staff build on children's understanding of how

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need to do better?

they can care for the earth, environment and living creatures. Children develop a fondness of different stories and often choose their own books to look through together and independently. n Leaders and staff promote many aspects of healthy lifestyles well. For example, they teach children the importance of oral hygiene during toothbrushing activities. They ensure that children eat a range of chopped fruit and vegetables during snack times. Despite this, staff's support for the youngest children's understanding of what constitutes a healthy diet is inconsistent. Consequently,

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need to do better?

4 June 2024 not all children develop an early understanding of healthy drinks. n Staff promote children's understanding of mathematics well. They use every opportunity to include numbers in their interactions. Staff sing songs that involve counting. Children learn to recognise and trace numbers at various times. They confidently name colours and shapes. n Staff make the most of their interactions with children. They promote children's good language and communication. Children learn to answer effective questions and recall events they have experienced or learned about well. Staff allow children time to think and make predictions before giving the answers to problems involving sorting and categorising objects, for example. n There is an effective key-person system in place. All staff have a secure understanding of the needs of children. The special educational needs coordinator (SENCo) ensures staff use strategies to calm and engage children

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need to do better?

when they struggle with their emotions. Individual children have regular opportunities to play in small groups, so they develop their social skills. Therefore, all children make the best progress possible. n Partnerships with parents are good. The manager and staff support parents well. They gain relevant information about the children when they start and provide feedback on the children's progress. Parents know what their children are learning. Staff provide support and guidance on ways to further support children's learning and development at home. n Staff are knowledgeable about children's development and effective ways to promote their learning. They say they receive opportunities to train and progress in their roles and responsibilities. Staff at the pre-school work well as a team. Children benefit from child-centred opportunities that help them progress steadily across their areas of learning. n Leaders use additional funding appropriately to support individual children. This

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need to do better?

ensures that all children benefit from stimulating extra-curricula activities, such as opportunities to learn about and handle minibeasts and farm animals.

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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 strengthen staff support for younger children's awareness of healthy lifestyles, so they all begin to develop their early understanding of a nutritious diet.

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Setting details

Unique reference number 137360 Local authority Bromley Inspection number 10319128 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 32 Number of children on roll 32 Name of registered person St Paul's Beckenham Pre-School Committee

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reference number

Telephone number 07528 352 135 Date of previous inspection 17 October 2023

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Information about this early years setting

St Paul's Beckenham Pre-School has been operating since 1980. It is a committee- run provision and is located in Beckenham. The pre-school employs six members of childcare staff. Of whom, all hold relevant early years qualifications from level 2 to level 6. The pre-school opens on Mondays, Tuesdays, Wednesdays and Fridays, term-time only. Sessions are from 9.15am to 12.15pm and from 12.45pm to 3.45pm. Lunch-club sessions are available from 12.15pm to 12.45pm. The pre- school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the provider and has taken that into account in their evaluation of the provider. n Staff spoke to the inspector during the inspection. n The SENCo spoke to the inspector about how they support children with special educational needs and/or disabilities. 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 joint observations of group activity with the manager. n Parents shared their views of the pre-school with the inspector. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

4 June 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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