Learning Tree Pre School

Inspection of Learning Tree Pre School CALAT CENTRE, 61 Central Parade, New Addington CR0 0JD

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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 enthusiastically welcome children and parents when they arrive. Staff promote children's independence and confidence well. For example, they keenly support children to look for their name labels to register their arrival and hang up their coats on labelled coat pegs. This also helps develop children's positive sense of belonging within the pre-school. Children are keen and motivated to start their busy day of play and learning. Staff's caring and sensitive approach helps all children to quickly engage in activities they enjoy. Children demonstrate that they feel safe and emotionally secure.

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The provision is good

Leaders and staff know all children very well, such as children's home experiences, interests and what they need to learn next. Overall, they plan many opportunities to help extend all children's learning and to give them the best start to their early education. Leaders understand that not all children arrive with the same experiences as others. They design an ambitious curriculum to help children to make progress from when they first start, to behave well and to develop positive attitudes to their learning. For example, leaders organise regular trips to the library and to local parks. Furthermore, staff plan a range of opportunities for physical active play outdoors to help challenge children's physical abilities and skills.

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need to do better?

n Leaders and staff engage very positively with parents to help support a consistent approach. For example, they invite parents to stay-and-play sessions to help develop positive relationships with them. Leaders frequently offer information and advice, such as the importance of oral health and healthy eating, to help promote children's good health. n Children begin to develop an appreciation of their local community and for those people who can help. For example, leaders organise visits from local police officers and plan frequent trips to the local shops and market. This helps to promote children's positive sense of community and an understanding of the world around them. n Leaders engage with other professionals to help promote consistency in children's learning and safety, overall, well. For example, they communicate with teaching staff at the schools that children move on to, to help ensure a smooth

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need to do better?

transition. However, leaders have not considered other ways to consistently engage with some professionals to help promote a targeted approach in children's learning. n Leaders and staff are committed to continuous professional development to help enhance their knowledge and skills further. For example, they access opportunities to help support two-year-old children, and strategies to support children with special educational needs and/or disabilities (SEND), such as

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need to do better?

8 November 2024 autism awareness training. Children with SEND are supported well and make good progress. n Key staff know their key children well and what they want them to learn next. However, staff do not consistently plan for all children's next steps in their learning. This means on occasion staff do not consistently build on children's skills and knowledge. n The curriculum for communication and language development is implemented well. For example, staff consistently comment on children's play and model language, and they skilfully support children to play matching games and name objects. Children eagerly sing songs and listen to stories read by staff. They show a keen interest in books to help promote early reading skills. n Children benefit from ample time outdoors to help support their good health. For example, staff challenge children to balance on crates and encourage them to climb newly purchased climbing frames to test out their physical abilities. Staff

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need to do better?

shout 'ready, steady, go' as children enthusiastically race each other on tricycles. Children are eager and motivated, and they have lots of fun as they learn new skills. n Leaders and staff are very positive role models, and they are very consistent in their approach when promoting children's positive behaviour. For example, staff encourage children to use sand timers to share and take turns, and they calmly explain that children's actions have consequences, such as when children throw toys.

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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 explore other ways to engage with professionals to consistently enhance children's learning and development n support staff to consistently implement all children's next steps in their learning to help promote a consistent approach.

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Setting details

Unique reference number 2698453 Local authority Croydon Inspection number 10367262 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 27 Name of registered person The Learning Tree Pre-School Committee

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reference number

Telephone number 01689 844954 Date of previous inspection Not applicable

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Information about this early years setting

Learning Tree Pre School registered in 2022. It is located in New Addington, Croydon. The pre-school is open from Monday to Friday, during term-time only. Sessions are from 9am to 3pm. The pre-school employs eight members of childcare staff. Of whom, six members of staff hold early years qualifications at level 2 or above. The pre-school offers the government funded places for childcare.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the pre-school and discussed the early years foundation stage curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff 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 joint observations of a group activity with the manager. n The inspector spoke to several parents during the inspection and took account of their views. 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

8 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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