Topsy Turvy Preschool

Inspection of Topsy Turvy Preschool 95 Harwood Avenue, Hornchurch RM11 2NY

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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

The management team and staff provide children with a very inviting environment in which to play. They take care to ensure that this pack away pre-school offers children a welcoming space and exciting opportunities to learn. Children are greeted with genuine warmth and kindness by staff, who are happy to see them. Children demonstrate they are enthusiastic and eager to learn. They leave their parents with ease and become engrossed in activities that are offered. Staff provide children with a stimulating range of activities. For example, children enjoy making dinner in the large role-play area and delight as they show staff their work in the creative area. Staff support children with their early mathematical skills by naming shapes, predicting how many bricks will be needed to build a tower and counting during daily routines.

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The provision is good

Staff share their expectations for positive behaviour with the children. Staff consistently praise them often for their good behaviour and achievements. Children help to tidy up, and staff role model positive behaviours well, such as reminding children of pre-school rules, for example using 'walking feet'.

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The provision is good

Parents are happy with the care their children receive. They talk about the good progress their children have made, particularly in their social and language skills.

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need to do better?

n The experienced managers are committed to constantly improving and providing good-quality care and education. Staff benefit from regular supervision sessions and guidance. The managers understand the importance of continuous professional development and encourage staff to access regular training to improve the quality of the pre-school further. n Children enjoy group times as part of their daily routine. They sing about the days of the week and months of the year. The pre-school's curriculum is coherently planned and sequenced. It builds on what children know and can do. For example, during group time, children eagerly recall the facts they learned about planets in a recent topic about space. n Relationships between staff and parents are strong. Parents state how pleased they are with the service they receive. They are complementary of the daily personal handovers they receive from staff. Staff keep parents up to date with

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need to do better?

their child's progress and actively encourage parents to support their children's learning at home. For example, parents receive regular newsletters outlining what children are learning and how they can support this further. n There is a secure key-person approach across the pre-school. Children have built trusting relationships with those staff looking after them. Staff plan children's transitions on to schools well. Teachers are invited to visit the pre-school to meet

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need to do better?

12 March 2025 the children. This helps children to feel safe and secure. n Children with special educational needs and/or disabilities (SEND) are supported well. Staff with responsibility for supporting children with SEND are committed to collaborating with parents and other professionals to ensure that children receive targeted support. n Staff present information clearly to children, promoting appropriate discussion about the subject matter being taught. For example, during group time, children discuss the shapes they can find in their homes. Children confidently say the door is a rectangle and the clock is a circle. n On the whole, staff support the development of children's communication and language well. However, teaching strategies designed to support younger children, and those who speak English as an additional language, to communicate are not yet consistently implemented. n Staff support children to learn about a healthy lifestyle. Children drink water and

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need to do better?

have healthy snacks. They access the outdoors each day to develop physical skills and support their well-being. Children are encouraged to be independent in managing their self-care. This helps children build confidence and independence. n Children have opportunities to be creative. Older children concentrate as they engage in making pictures using different shapes. They use pencils and spread glue with skill. However, staff have not thought well enough about how they can plan opportunities for the younger children to express high levels of creativity and imagination through sensory activities.

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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 make better use of strategies to extend the communication and language skills of all children n help staff to extend opportunities for younger children to develop greater levels of imagination, exploration and creativity.

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Setting details

Unique reference number EY542938 Local authority Havering Inspection number 10375854 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 24 Number of children on roll 36 Name of registered person Topsy Turvy Pre School Partnership

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reference number

Telephone number 07752143871 Date of previous inspection 7 May 2019

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Information about this early years setting

Topsy Turvy Preschool registered in 1996, and then re-registered in 2017. It is situated in Hornchurch, in the London Borough of Havering. The pre-school is open each weekday, from 9.15am to 3pm, during term-time only. The pre-school offers the government funded places for childcare. The pre-school employs 13 members of childcare staff. Of whom, 11 staff hold appropriate qualifications at level 2 or 3.

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Inspection activities

n The managers 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 observed the quality of education during activities, indoors and outdoors, and assessed the impact on children's learning. n The inspector held a meeting with the managers. She looked at relevant documentation, including evidence of the suitability of staff working in the pre- school. n The inspector spoke with staff and children during the inspection. n Parents shared their views of the pre-school with the inspector.

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Inspection activities

12 March 2025 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

12 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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