Thomas Calton Creche

Inspection of Thomas Calton Creche Southwark Adult Education Service, Alpha Street, Peckham SE15 4NX

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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

Children settle quickly into the nursery and form meaningful bonds with their key person and the wider staff team. They happily turn to staff for comfort and support, and staff respond warmly. The staff know the children they care for well and communicate about each child's needs with one another successfully. This helps all staff to support children effectively.

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The provision is good

Staff promote positive behaviour, and children are aware of what staff expect of them. Staff act as strong role models and encourage children to participate in activities together. Children learn to follow positive hygiene routines and complete these independently. Staff remind them of why it is important that they follow this routine, and this helps children to understand why the rules are in place.

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The provision is good

Staff promote children's physical development through the activities offered indoors and outdoors. They encourage children to explore activities and make choices independently. Children use scissors to cut pieces of paper to decorate their Chinese lantern. Children explore sensory activities. They make marks in cold custard, developing their small hand muscles for early writing skills. Outdoors, staff set up activities that enable children to run, climb and ride on wheeled toys.

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need to do better?

n Overall, staff demonstrate a good understanding of the children in their care. They confidently talk about the children's learning, and plan experiences to build on the skills and knowledge that children already have. Staff talk about children's next steps in their learning and how they support children. However, children's next steps are broad in their focus. This means that, at times, gaps in areas such as language development are not always given priority. n Staff plan many opportunities for children to develop their language skills. For example, children listen to stories and join in with songs and rhymes. Staff encourage children's communication and language well, overall. Staff reinforce words and phrases for children who speak English as an additional language, to encourage their speech. n Children show positive attitudes towards learning. They display high levels of concentration in tasks, and are polite and kind towards their friends. However,

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need to do better?

sometimes, staff's organisation of routines, particularly around lunchtime and group time, are confusing for children as they are unsure of what is expected of them. Therefore, staff at these times do not fully support learning opportunities. n Mathematics is incorporated well into children's activities. Staff encourage counting during their play. Mathematical language is introduced, which children then use independently in their play. For example, children draw shapes with chalk in the garden and talk about how high they are when using the see-saw.

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need to do better?

27 January 2025 n Staff teach children about similarities and differences between themselves and others effectively. Children are proud of who they are and where they come from. They see words in their home language displayed around the setting. This gives children a sense of belonging and uniqueness. They enjoy learning about different cultures, festivals and celebrations. n Partnership with parents is strong. Parents are complimentary about staff and the care their children receive. They comment that the staff are kind and caring, and without them, they would not be able to continue their own studies. Furthermore, staff provide regular information to keep parents informed about their child's care and learning. Staff provide ideas for parents to build on their children's learning at home. n Staff report that they receive high levels of support in their role. They feel that leaders are always approachable. Leaders regularly observe staff's teaching and

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need to do better?

practice. They provide constructive feedback. Staff have many training opportunities to help them continually develop their teaching skills and improve the provision for children. Leaders have a high regard for all members of staff and prioritise their well-being.

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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 the children's interests first.

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should:

n support staff to develop their knowledge and ability to refine targets that build on the areas that children need to develop the most n improve the organisation of some routines and activities to help support children's understanding and engagement more consistently.

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Setting details

Unique reference number 107420 Local authority Southwark Inspection number 10367579 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 26 Number of children on roll 23 Name of registered person London Borough of Southwark

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reference number

Telephone number 0207 358 2119 or 0207 525 2119 Date of previous inspection 14 February 2019

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Information about this early years setting

Thomas Calton Creche registered in 1995. The setting operates from the Southwark Adult Learning Centre in Peckham, and primarily serves adult learners from the local community who attend courses at the centre. Subject to availability, some places are offered to children whose parents are not studying at the centre. The setting opens from 8.30am until 4.30pm, Monday to Friday, for 48 weeks of the year. It employs four members of staff, of whom all hold relevant early years qualifications at level 3. The manager holds an early years qualification at level 6. The setting offers the government funded places for childcare.

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Inspection activities

n The manager joined the inspector on a learning walk and talked about their curriculum and what they want the children to learn. n The inspector observed the quality of education during activities and assessed the impact that this was having on children's learning. She spoke with staff and children during the inspection. n The inspector completed a joint observation with the manager. n The inspector looked at relevant documentation and evidence of the suitability of staff working in the setting. n The inspector spoke with 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

27 January 2025 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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