St Peters Preschool

Inspection of St Peters Preschool 62 Crescent Road, Woolwich, London SE18 7BN

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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

Staff create a warm and welcoming environment that supports children to feel safe and secure. They are sensitive to the needs of individual children and their unique circumstances. Parents of children new to the pre-school are made to feel welcome to stay until their child feels comfortable. This helps children to develop their confidence to form relationships with key staff and to explore.

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The provision is good

The pre-school staff ensure that they complete thorough assessments of children's abilities when they join the pre-school. This allows them to plan an ambitious curriculum effectively that is based on a strong understanding of children's learning needs and their interests. An example of this is when staff model early mathematics well, enabling children to demonstrate a good understanding of number. For instance, during a play dough making activity, children measure out two spoons of flour without having to count them.

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The provision is good

Staff support children's behaviour and social skills very well. They are excellent role models for children. Staff talk to children with courtesy and respect. Children demonstrate their proficiency in taking turns and sharing resources. For example, they independently access sand timers to organise their own turn-taking. They remind their peers of the importance of listening during story time.

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The provision is good

Managers and staff have a secure understanding of the needs of the community they serve. They form strong relationships with outside professionals. For instance, the oral health team visits to help children learn about looking after their teeth. All children take part in supervised toothbrushing sessions. This supports children's long-term health and well-being.

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need to do better?

n Staff establish secure and trusting relationships with parents, who speak positively of them. Staff work well with parents to promote a love of reading. Children take books home with them to share with their parents. Parents comment on how their children have developed an enthusiasm for their learning. n Staff promote children's communication and language well, overall. They use clear strategies to promote children's language acquisition. Children are offered choices throughout the day. For example, at snack time, staff are explicit in offering a choice between water or milk. Staff join children in their play, noticing what they are interested in and introducing new words. They are extremely attentive and respectful. This helps children to develop confidence in expressing their needs and ideas. n Staff monitor children closely when they identify gaps in children's learning. They use symbols as well as words to promote children's communication. All

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need to do better?

7 November 2024 children have good support to help them to communicate their wants and needs. Managers develop effective professional relationships to support children with special educational needs and/or disabilities and ensure that they make the best possible progress. n Staff read to children with expression during group story times, successfully capturing and maintaining the attention of most children. There is an attractive area for book reading, and staff place books next to other activities to encourage reading. However, staff have not thought through how children's reading skills can be enhanced further. Children rarely access these resources, and staff are not always proactive and instigate reading opportunities as children play. This is also illustrated during a play dough making activity when staff do not recognise when they could incorporate reading opportunities, such as looking at a recipe.

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need to do better?

n The pre-school is inclusive and diverse. Staff support children to develop a good understanding of other people's backgrounds and cultures outside of their own. Children learn to socialise and cooperate well together as they play. n Managers use additional funding wisely to support the individual needs of children. For example, they invested in further training that builds the skills of staff working with children. n Children can freely access a small outdoor area. The pre-school provides a range of waterproof clothing so that all children can be included. In addition, due to the lack of space, staff take children regularly to the local park. This provides them with opportunities to practise their large motor skills and take part in aerobic exercise that supports their coordination and physical health. n The management team is very supportive in its approach towards staff. Staff benefit from regular meetings and opportunities to work towards higher

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need to do better?

qualifications. Staff turnover is very low; hence children and their families benefit by being able to develop consistent relationships over time.

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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 enhance the curriculum for literacy to ensure that children have frequent opportunities to read as an integral part of their play and learning.

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Setting details

Unique reference number EY290731 Local authority Greenwich Inspection number 10359850 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 25 Number of children on roll 18 Name of registered person St Peters Pre-School Woolwich Committee

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reference number

Telephone number 02036206661, 07522237176 Date of previous inspection 6 December 2018

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Information about this early years setting

St Peters Preschool registered in 2004. It operates in Woolwich, in the London Borough of Greenwich. The pre-school operates from Monday to Friday. Sessions are from 9.15am to 3.15pm. The pre-school offers the government funded places for childcare. It employs six members of childcare staff, who all hold appropriate early years qualifications at level 2 or above.

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Inspection activities

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 spoke to children to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the interactions between staff and children. n The inspector carried out joint observations of group activities with the manager. n The inspector spoke to several parents during the inspection and took account of their views.

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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

7 November 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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