Toddleswood Pre-School

Inspection of Toddleswood Pre-School Willow Bank Primary School, Thamesmead SE2 9XB

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children happily enter this setting at the start of the day. They run up the path and confidently wave goodbye to their parents and carers. For those children still new to the setting, staff provide a reassuring presence. They greet children warmly and give them a cuddle to help them to settle. Most children settle quickly at an activity or experience, which staff set out as part of the planned curriculum. However, staff only use one room in the mornings for all children, which means that the environment is noisy. This causes some children to find it difficult to concentrate on tasks, and, consequently, they wander around the room instead.

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The provision requires improvement

Children form strong friendships with their peers. They excitedly jump up and down when their friends arrive and seek others out to join in their play. With support from staff, children begin to negotiate the rules of play. They learn the expectations for their behaviour, such as taking turns and being a kind friend. When children accidently knock one another on the head with plastic hoops, they are quick to say 'sorry' and give each other a hug.

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The provision requires improvement

Staff do not consistently implement the curriculum for children effectively. However, while the quality of education for all children is variable, staff support children with special education needs and/or disabilities (SEND) well. Staff work closely with other agencies involved in children's care. They recognise when children may need additional support with tasks and are quick to provide this.

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need to do better?

n Staff have a sound understanding of what their key children already know and what it is they need to learn next. Staff talk confidently about how they adapt their planning to meet the needs of individual children, such as by simplifying or extending children's learning. However, in practice this is not always evident. Staff are often distracted during activities by the need to deal with instances of unwanted behaviour or to support children with SEND. This leads to children losing interest in the task they were taking part in or being left to complete it alone. This means that some children do not therefore get the appropriate level of support they need. n Staff recognise the importance of communication and language as an integral part of their curriculum. They have implemented a recognised initiative to be able to gather accurately the starting points of children's language development. Staff use simple and repetitive language and give clear instructions to children.

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need to do better?

This helps children to understand what is happening now and next. Staff introduce new language to children through their play. n Staff help children to develop a love of books and storytelling. They use weekly core books to allow children to become familiar with different stories and learn

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need to do better?

16 May 2025 new language. Staff provide a lending library to encourage parents to take different books home to share with their children. Older children confidently retell the story of 'Jack and the Beanstalk' using the props that staff set out. n Children begin to develop some independence skills. However, there is not a consistency in this approach across the setting. For example, when children arrive later in the morning, staff quickly take their coats and bags off them and hang these up so they can go straight off to join in activities. At snack time, staff walk around offering milk, water, fruit and crackers to each child individually, as opposed to allowing them to help themselves. This prolongs waiting times and does not help children to develop self-help skills to become ready for school. n Staff are passionate about their roles. They are engaged and play alongside children, such as pushing them on the crate swing, making mud pies, joining in

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need to do better?

with favourite games or making large-scale construction models. As such, children develop strong attachments to staff and regularly seek them out to show them what they are doing. n Staff are vigilant and recognise that they regularly need to remind children of the rules in the setting that keep them safe. For example, they prevent children climbing on furniture, running inside or throwing objects. However, they do not help children to understand why these actions are dangerous and what the consequences are. Children therefore cannot begin to assess risks independently and make better choices. n Partnerships with parents are good. Parents comment on the support they receive from all staff. Parents feel that staff keep them up to date with what their children are learning.

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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 consider how to structure the routine of day to ensure that all children have access to high-quality interactions and learning opportunities that support their learning n offer children consistent opportunities to develop their independence and self- care skills so that they are ready for the next stage of their learning n promote children's understanding of why certain rules are in place to keep themselves and others safe.

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Setting details

Unique reference number EY536844 Local authority Bexley Inspection number 10404988 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 46 Number of children on roll 72 Name of registered person Toddles Limited

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reference number

Telephone number 02083201900 Date of previous inspection 19 July 2019

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Information about this early years setting

Toddleswood Pre-School registered in 2012, and re-registered in 2016 with a change to the legal status. It is located in the London Borough of Bexley. The setting is open from Monday to Friday, during term time. Sessions are from 8.45pm to 3.45pm. The setting employs seven members of childcare staff, who all hold relevant qualifications at level 2 or above, including one member of staff who holds qualified teacher status. It provides government funded childcare.

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Inspection activities

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 spoke to the children to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The special educational needs coordinator 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 on the children's learning. n The manager and the inspector carried out a joint observation during snack time. 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

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Inspection activities

suitability of staff working in the setting.

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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

16 May 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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