Flintmill Pre-School

Inspection of Flintmill Pre-School Flintmill hall, Flintmill Crescent, London SE3 8LU

p.1

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

p.1

The provision is good

Children arrive happy and enthusiastic to start their day at this friendly pre-school. They separate from their parents with ease and show excitement to see their friends. Children thrive at this pre-school. They participate in engaging activities and are confident and keen to explore the environment. Leaders spend time talking to parents on arrival, to gather information regarding children's current needs and well-being. This information is communicated effectively across the team, ensuring children's needs are met throughout the day. Practitioners regularly gather information from parents regarding children's interests and learning at home. They use this to plan activities to support children's ongoing development.

p.2

The provision is good

Leaders have clear intentions for what they want children to learn. They implement a broad curriculum that promotes a strong focus on children's emotional development and their communication and independence skills. Practitioners support new children to develop close relationships with their key person. They quickly get to know children well and develop an awareness of children's individual needs and interests. This helps children to feel secure and settle quickly. Children behave well. They know what is expected of them and routines are consistent and clear. Practitioners are warm and caring in their interactions with children. They teach children how to share and turn take and they act swiftly to give comfort and resolve conflict situations.

p.2

need to do better?

n Leaders and practitioners have clear intentions for children's learning and development. The curriculum builds on what children already know and can do. Practitioners monitor children's development through observations and parent feedback to ensure that any gaps in learning are identified and addressed promptly. Practitioners know their key children well. They use this knowledge to plan for the individual learning needs of the children. This helps children to make timely progress in their learning and development. n Leaders and practitioners provide good-quality support to children with special educational needs and/or disabilities (SEND). Leaders engage with specialists and implement their advice and guidance. They work closely with schools to ensure information is shared and transitions are smooth. Practitioners work in partnership with parents and other professionals to create individual support

p.2

need to do better?

plans to help bridge any gaps in learning. They use resources, such as visual aids. For example, practitioners use picture cards to support children to communicate, and 'now and next' boards to support children to understand and follow the daily routine. n Practitioners promote children's language and communication skills. They speak clearly, model the correct pronunciation, and introduce unfamiliar words. They

p.2

need to do better?

5 September 2024 ask children questions during group time and activities to help children develop their conversation skills and extend their vocabulary. However, at times, practitioners do not always give children enough time to think about what is being asked and respond to the question before they repeat the question or provide the answer. n Practitioners give good support to children who speak English as an additional language. They gather key words in the children's home language, such as 'drink' and 'toilet', and use picture references to help them to communicate throughout the day. Children learn about other cultures through celebrating different festivals that represent the children and practitioners in the pre-school. Children have access to books and resources that teach children about different people, cultures and religions. n Children develop their independence well. They have many opportunities to

p.2

need to do better?

practise different skills and do things for themselves. For example, children change into indoor shoes when they arrive and serve their own fruit at snack time. Children learn good hygiene routines, they learn to use the toilet and wash their hands independently. They use a nose wiping station with a mirror to clean their nose and face properly. Children follow similar lunchtime routines to school. They get their lunch from the kitchen hatch and walk with it to their seat. This prepares children for their next stages in learning. n Practitioners support children to understand and express their feelings using emotion cards and other props, such as soft toys with different expressions. Practitioners ask children how they feel at group time, and they support and reassure children when they express sad feelings. Children are supported with their emotions throughout the day. Practitioners spend extra time with children

p.3

need to do better?

who are feeling emotional, and they give hugs when children request them. n Children have many opportunities to develop physical skills. They have access to an outdoor space where there are resources that encourage children to climb and balance. Children have a separate bike area so they can safely navigate the space. Children develop their fine motor skills through activities, such as mark making and play dough. This helps children strengthen their muscles.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n support practitioners to consistently allow children enough time to think and respond to questions to help develop their communication skills further.

p.3

Setting details

Unique reference number 2657916 Local authority Greenwich Inspection number 10347110 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.4

inspection

Total number of places 28 Number of children on roll 35 Name of registered person Owls Nursery School Ltd

p.4

reference number

Telephone number 07800888083 Date of previous inspection Not applicable

p.4

Information about this early years setting

Flintmill Pre-School registered in 2022. It is located in the London borough of Greenwich. The setting operates from 9am to 3pm, on weekdays during term time only.

p.4

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. 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 talked to practitioners 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 The manager spoke to the inspector about how they support children with SEND. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

p.5

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.

p.5

Inspection activities

5 September 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6