Poppets Pre School

Inspection of Poppets Pre School St. Michaels Church, Upper Wickham Lane, Welling DA16 3AP

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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 Not applicable

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The provision is good

Staff warmly greet children as they arrive happy and excited to begin their day. Children separate easily from parents and carers. They settle quickly at an inviting experience laid out as part of the setting's ambitious and broad curriculum.

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The provision is good

Children are engaged and focused on their tasks. They carefully use tools to manipulate dough, discussing the different shapes they are making and what colours they would like to use. Children develop thinking skills as they problem solve the best way to stack large bricks to create a large tower, learning through trial and error.

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The provision is good

The behaviour of children is good. Staff are positive facilitators of play. They help children understand the importance of taking turns and sharing resources with others. Children wait patiently for their turn for the pirate's eye patch and say 'thank you' when they are given it. Children understand the routine of the day, and this helps them feel safe and secure. When they hear the bell ring for registration, they stop what they are doing and go to line up.

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The provision is good

Support for children with special educational needs and/or disabilities (SEND) is good. Staff recognise the importance of seeking early intervention for children. They liaise with other agencies involved in children's care to ensure a consistent approach in all areas of children's care, learning and development.

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need to do better?

n Staff at the setting know children well. They understand what it is they already know and can do. They have appropriate next steps in place to help them achieve what it is they need to learn next. All children make good progress from their starting points and are well prepared for the next stage of their learning. n Staff support children to develop a love of reading and books which helps develop their communication and language skills. Children enjoy looking at books independently as well as one-to-one with staff. Staff select a book of the week which ties in with the learning theme and provides a focus for developing language and retelling familiar stories. Children excitedly discuss what might happen next in 'Pirate Pete's Smelly Feet'. n Staff are enthusiastic and get involved in play at children's level, helping them to further the narratives of their play and understand the rules of games. Staff

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need to do better?

demonstrate how to 'walk the plank' and swim away from the sharks. They use a loud pirate voice that has children captivated and laughing with surprise. Staff join in with children's races in the garden, helping them to understand to wait till the count of three before they begin running. n Children gather all together at certain parts of the day, during registration to

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need to do better?

3 June 2025 welcome everyone, and before transitioning into the garden. Children confidently and loudly answer their names as they are called out on the register. However, these sessions do not always meet the needs of all children. The group can be too large, and younger children struggle to sit for the required time and take part in all aspects. As staff remind them to turn around or sit up, it distracts the older children from questions being asked or information shared. n Staff make good use of those within the local community to help children learn about the world around them and how to keep themselves healthy and safe. The setting has had visits from local police, fire fighters, and the dentist. Children and families are invited to share with others in the setting celebrations that are important to them. Parents can come in and share stories and songs in their home languages. n Partnership with parents is good. Parents comment that they feel the setting has

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need to do better?

a 'special atmosphere' enhanced by the 'caring and nurturing staff'. Parents feel well informed of what their children are learning. They describe the progress they see them making, especially regarding the development of their speech and language, as they come home saying new words and singing new songs. n Leaders are reflective. They regularly seek feedback to ensure they are meeting the needs of all those using their service. Where they identify concerns, leaders swiftly review the actions taken to ensure they are continuously improving their practice.

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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 large group times are structured to ensure they meet the needs of all children within the setting.

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Setting details

Unique reference number 2691528 Local authority Bexley Inspection number 10380743 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 35 Number of children on roll 36 Name of registered person Jenkins, Michelle

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reference number

Telephone number 07597798588 Date of previous inspection Not applicable

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Information about this early years setting

Poppet's Pre School re-registered in 2022. The setting is located in Welling, in the London borough of Bexley. The setting operates Mondays and Fridays, term time only from 8.45am to 2.45pm, and Tuesday, Wednesday and Thursday from 8.45am to 11.45am. The setting employs seven members of staff, six of whom are qualified to level 3 and above. The setting offers government funded places for eligible children.

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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 their children to learn. 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 that this was having on children's learning. n The inspector observed the interactions between staff and children. n The inspector carried out a joint observation of a communication and language activity with the manager. 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

3 June 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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