St. George's Pre-school Enfield Limited

Inspection of St. George's Pre-school Enfield Limited St. Georges Parish Hall & Community Centre, 710 Hertford Road, Enfield EN3 6NR

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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

Staff provide a warm greeting to all children and their families at this friendly and welcoming pre-school. Children arrive happily and are quick to make choices about what they wish to play with. Staff involve themselves in child-led play to model language and enhance the learning. For example, children exploring bay leaves are encouraged to rip and smell them and discuss what they can be used for.

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The provision is good

Relationships between staff and children are a strength of this pre-school. Staff offer warm and supportive interactions and have fun with the children, often making them laugh and smile. They listen and respond to everything children have to say and offer constant praise. Children clearly feel safe and secure, and this is demonstrated as they approach staff and freely express their ideas. Staff know each child in their care very well. They can confidently discuss the progress they have made and their next steps of learning. This supports all children to make good progress from their individual starting points.

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The provision is good

Staff work as a team and communicate effectively with each other to deliver secure and predictable routines. They are consistent in their expectations of children and key rules are embedded. Staff are quick to notice any behaviour incidents and dedicate time to ensuring these have been managed effectively. As such, children know what is expected of them and the pre-school feels calm and purposeful.

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need to do better?

n Leaders have designed a curriculum that prioritises developing the skills that children need to be ready for school. There is an appropriate focus placed on building communication and language skills. Staff model language constantly to children, asking questions to promote discussion and explaining new vocabulary at every opportunity. For example, staff make snack time a sociable and enjoyable activity in which they promote conversation around the table. Children make good progress with their language development over time. n Leaders and staff work hard to provide children with real-life experiences. For example, staff take children on local outings to teach them about road safety or to buy their own fruit at the shops. Children enthusiastically talk about the butterflies they recently released. The manager has used additional funding to develop an engaging role-play area, giving children opportunities to role play

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need to do better?

experiences, such as going to the dentist. These experiences broaden children's understanding and curiosity about the world around them. n Staff are skilled at keeping children engaged during group sessions. For example, story time is delivered at pace and with energy and enthusiasm that succeeds in keeping all children listening. However, planned sessions and activities are delivered to children of all ages and stages of development at the

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need to do better?

9 July 2024 same time. This approach means that older children are sometimes not sufficiently challenged and are unable to ask questions or engage in discussions that they are capable of. n Staff maintain a positive approach to understanding and managing children's behaviour. They are excellent role models of respectful and positive relationships. As such, children learn to treat each other with respect and to accept each other's ideas. For example, children line up chairs to make a pretend train, and then spend time together, happily engaged in this imaginative group play. n Staff use multiple strategies to support children with a diverse range of needs. They understand the importance of keeping these strategies simple but using them consistently. For example, staff use objects to communicate changes in routine and visual resources to help children make choices or communicate basic needs. Staff speak several languages between them which provides invaluable

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need to do better?

support to families and children that are new to the pre-school. As such, this is a highly inclusive setting that provides a warm welcome to all. n Leaders and staff work hard to engage parents, welcoming them into the pre- school each day, and offering support and advice as required. Parents and carers comment very highly of the pre-school, particularly how welcoming and supportive all staff are. n The manager accurately identifies the strengths of the pre-school and areas she is keen to improve. She seeks out quality training for staff to ensure their continued development and to meet the needs of the children. Staff comment that they feel very well supported and part of a committed team.

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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 consider how to provide more challenge for older children to extend their learning further.

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Setting details

Unique reference number 2675895 Local authority Enfield Inspection number 10350761 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 26 Number of children on roll 48 Name of registered person St. George's Pre-school Enfield Limited

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reference number

Telephone number 07931983281 Date of previous inspection Not applicable

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Information about this early years setting

St. George's Pre-school Enfield Limited been registered since April 2022. It is situated in Freezywater in the London Borough of Enfield. The pre-school opens Monday to Friday from 8.45am until 11.45am and 12.30pm until 3.30pm, during school term times only. It employs five members of staff, all of which hold an appropriate childcare qualification at level 3. The setting offers funded childcare for children aged two-, three- and four-years-old.

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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 inspector viewed the provision and discussed the safety and suitability of the premises. 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 The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 Parents and carers shared their views of the pre-school with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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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

9 July 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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