Selsdon Park Pre-School

Inspection of Selsdon Park Pre-School Selsdon Pre School, 132 Addington Road, South Croydon CR2 8LA

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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 and parents are welcomed by extremely enthusiastic and caring staff. They eagerly join activities with excitement as they celebrate World Book Day. Children confidently talk about their costumes and favourite books throughout the day, which promotes a love of reading. Staff have high expectations for children's learning. They knowledgably talk about how much progress they have made since starting the pre-school.

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The provision is good

Staff plan a wide range of activities to capture children's interests. They relish using real knives to cut mint in the home corner and fruit at snack time. This further supports skills for later life. Children have extreme fun navigating the room using cars and bikes on a track. They recall their learning on road safety as they stop to let other children cross the road. Children explore their imagination as staff extend learning from a book about witches, using brooms to fly and make potions.

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The provision is good

Leaders and staff create an atmosphere that promotes good expected behaviour. Children learn rules and discuss emotions every day, supporting them to be considerate towards others. Children from disadvantaged backgrounds and with special educational needs and/or disabilities (SEND) are provided with tailored support. Staff work extremely closely with these families to ensure children make timely progress.

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need to do better?

n Leaders have established a curriculum that is sequenced well and sparks children's interests. Children take part in a risky play experiment using candle flames to make bubbly potions. This helps to ignite curiosity and their awe and wonder. Staff constantly build on children's communication and language skills through rhymes and encountering a wide range of books. Staff read with great intonation and add props to build children's engagement and imagination. n Children experience a strong programme of activities that enhances their skills and knowledge, learning about people and communities outside of their own. They take trips to the local opticians, estate agents and library, alongside learning about people who help them, such as fire fighters. The dentist regularly visits the pre-school to support children with their oral health, this helps to embed essential skills for the future. n Children use technology, such as a laptop, tablet and an interactive globe with

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need to do better?

supervision, this aids their understanding of the world. Staff skilfully teach mathematics in a fun way as children use scales to weigh rainbow coloured rice. They develop a good grounding of early mathematics as they count and use language around weight and size. n Physical development skills are consistently and appropriately challenged.

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need to do better?

6 March 2025 Children concentrate intensely as they manipulate slime and use fine motor skills on a lock and key game. Staff provide children with healthy snacks and encourage discussions about the benefits of leading healthy lifestyles. This further supports the development of positive habits. n Staff have built secure loving relationships with children. This contributes to the family feel of the pre-school. Leaders and staff are highly ambitious with their support for children with SEND and use additional funding with purpose. Staff work in partnership with professionals, such as speech and language therapists, to implement targeted plans. They consistently use visual aids and sign language to help children express themselves. Children make good progress and thrive. n Leaders prioritise staff well-being with regular morning check ins and supervisions. They place a strong emphasis on professional development and

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need to do better?

staff have attended a variety of courses, to strengthen the quality of teaching. However, leaders have not identified that some staff training has not been fully embedded, in order to ensure all teaching quality is at the same level. n Parents and carers express how happy they are with the pre-school and leaders and staff establish strong relationships with them. They are kept well informed about their child's day, alongside ongoing progress through an online system. Parents highly value staff's time and guidance, including activities to extend learning at home, such as busy bags. Parents of children with SEND applaud staff for their dedication and how their children are flourishing.

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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 monitor the impact of training and professional development opportunities offered to staff so that the quality of teaching is improved.

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Setting details

Unique reference number EY539112 Local authority Croydon Inspection number 10368299 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 50 Number of children on roll 26 Name of registered person Fiander, Kelly Jane

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reference number

Telephone number 07910735603 Date of previous inspection 14 March 2019

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Information about this early years setting

Selsdon Park Pre-School operates from a community in Selsdon, in the London Borough of Croydon. The pre-school is open five days a week, term time only. Sessions operate Monday to Thursday from 9am until 3pm and on Friday from 9am until 12 midday. There are eight members of staff, including the manager, seven of whom hold relevant early years qualifications ranging from level 2 to 3. The pre- school offers the government funded places for childcare.

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Inspection activities

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 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 interactions between staff and the children. n The manager and the inspector carried out a joint observation. n Parents and carers shared their views of the pre-school with the inspector. 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

6 March 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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