Willows Pre-School

Inspection of Willows Pre-School 1 St. Peters Road, LONDON W6 9BA

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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

Leaders and staff have worked hard to create a calm and nurturing environment for the children after a brief period of unrest. Children busy themselves with a range of activities suited to their age and ability. Staff plan the curriculum to meet the needs of the children. All age groups enjoy frequent trips out to a wide variety of places. This supports children in their knowledge and understanding of the local community. Staff use this opportunity to spark interest and create learning experiences for the children.

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The provision is good

Staff are warm and affectionate towards the children. Subsequently, children feel safe and are settled. Leaders and staff harbour an environment where respect is cultivated. Staff remind children to use manners and be aware of each other. Staff model expected behaviour by showing kindness and being polite. As a result, children learn to be courteous, and their behaviour is good.

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The provision is good

Staff encourage children to be independent from an early age by giving them age- appropriate tasks. Young children learn about hygiene and are encouraged to help clean the tables in readiness for lunch. Older children self-serve their food at lunchtime and clear the tables afterwards. Staff supervise children, but allow them the time and space they need to finish tasks on their own without intervention, then offer children praise. This gives children confidence and a feeling of achievement.

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need to do better?

n Children benefit from a varied curriculum, which encompasses both flexible and static elements. Staff use structure, such as set activities throughout the week, to give children a sense of stability. Alongside this, staff consistently observe and listen to the children and use this information to offer a flexible curriculum based on their knowledge, needs and interests. This means children are motivated to learn and make good progress. n Staff in the pre-school room show skill in encouraging children to manage their own behaviour and problem solve. Children are supported to think about the way they might handle a pot containing a fledgling plant. Children share their ideas and decide to be gentle so not to disturb the bulb and soil. Staff acknowledge their ideas and congratulate them on their decision. n Staff frequently encourage children to remember what they have done and what they have previously learned. Staff prompt children to remember while they are

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need to do better?

busy with related tasks, for example talking about a recent trip to a garden centre while preparing to plant seeds. This makes links to learning and builds on children's existing knowledge, which helps strengthen their cognitive development.

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need to do better?

6 February 2025 n Children benefit from an effective key-worker system. Key workers buddy up to provide consistency and familiarity for the children. Staff know children well and use this knowledge to plan for their needs, whereby promoting best possible outcomes. Children enjoy secure relationships with their key worker, which supports their emotional and social development. n Children enjoy a balanced nutritious menu. Meals are made from high-quality ingredients and prepared on the premises. Children learn about food and its origins to help them gain life skills and knowledge of the world. Staff take children to the farm to help them make the connection. In addition to this, children choose and buy vegetable seeds from the garden centre. n Routines are established throughout the day to provide consistency and help children feel safe. However, some routines are not always successful in responding to the needs of the children at that moment. For example, nap time

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need to do better?

in the baby room is not always a calm environment for children to settle down to sleep. Older children can disrupt younger ones, making sleeping difficult. n Leaders are knowledgeable and respected by staff and parents. They have a clear and methodical approach for continued improvement of the setting. Leaders are visible throughout the day, accessible to staff and parents and familiar with children. This focus on positive relationships and engagement is a strength and is reflected in relationships with outside agencies and the community. n Parents report feeling 'super happy' with the setting. They describe the setting as feeling safe and inviting. Parents enjoy positive relationships with staff, and communication is successful. They receive regular detailed information about their children as well as less-formal updates throughout the week. Parents feel well informed regarding their child's progress and helping their child to move on

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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 improve the organisation of sleep routines to help children settle to sleep quicker.

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Setting details

Unique reference number EY549165 Local authority Hammersmith & Fulham Inspection number 10381884 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 50 Number of children on roll 38 Name of registered person Willows Pre-School Limited

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reference number

Telephone number 02087411424 Date of previous inspection 6 September 2022

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Information about this early years setting

Willows Pre-School registered in October 2017 and is in the London Borough of Hammersmith and Fulham. It is open Monday to Friday, from 7.30am to 6pm, for 51 weeks of the year. The nursery receives early years education funding for early years children.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. 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 observed the interactions between staff and the children. n The inspector talked to staff and children at appropriate times during the inspection and took account of their views. n Parents shared their views of the setting with the inspector.

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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

6 February 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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