Little Wellingtons Pre-School

Inspection of Little Wellingtons Pre- School 135 Wellington Road, London EN1 2RS

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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 Requires improvement

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The provision is good

Children arrive happy to see staff, who offer a warm welcome to children on arrival. Staff know the children well and help them to feel safe and secure. This helps children to quickly build their confidence and engage in learning. Staff help children, including those who speak English as an additional language, to develop good language skills. For example, as children in the home corner learn about people who help us, staff expand children's vocabulary. As children play doctors and nurses, they hear and repeat words such as 'prescription' and 'stethoscope'.

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The provision is good

Children learn to manage their emotions and feelings. Staff are positive role models who swiftly manage unwanted behaviour through discussion and props to support children's understanding. For example, children learn how to share and take turns. Where necessary, a sand timer is used so children can visually see how long they need to wait. This helps to support children's emotional well-being and positive attitudes to learning.

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The provision is good

Leaders support a varied curriculum that is ambitious for every child, including those with special educational needs and/or disabilities (SEND). On arrival, staff get to know each child and their families. This helps to gain a broad understanding of children's individual needs and tailor their next steps in learning.

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need to do better?

n Leaders have worked hard to make improvements since the last inspection. There is an effective key-person system in place that supports children's individual needs. Leaders have accessed further training for staff with support from the local authority early years team. This has helped to upskill staff in supporting effective behaviour management. n Leaders support staff in providing good-quality learning experiences. Leaders oversee teaching and model expectations. This helps to provide a consistent approach to teaching and learning. Staff receive regular supervision, which helps to identify staff's strengths and areas that may need training support. Staff's well-being is prioritised by leaders. n Staff support children to become effective communicators. Staff talk to children throughout the day. They give children time to respond to questions and information. For children with SEND, visual cards are used to support their

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need to do better?

understanding. This helps to promote an inclusive practice. Children sing songs when preparing to wash their hands before meals and regularly listen to stories that are familiar to them. Staff provide children with headphones so that they can listen to music from the CD player independently. Some children are beginning to use technology with confidence. n Staff support children in developing their physical skills. They provide children

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need to do better?

5 June 2025 with daily opportunities to run, use tricycles and balance on boards. Children develop their fine motor skills with opportunities to use paint brushes to swirl water on walls and use play dough to manipulate shapes with moulds. This supports children in developing their small finger muscles in preparation for early writing. n Staff support children in their learning. For example, for children who are new to holding tools, staff use hand-over-hand techniques to handle scissors for the first time. Staff help children to understand how to handle scissors with care and precision to build their confidence. However, occasionally, staff miss opportunities to provide further challenge for children who are more able. n Staff are supporting children who are transitioning to school. Staff share stories about starting school and provide children with information to support their understanding in this next stage in learning. Children are beginning to express

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need to do better?

their excitement for their next transition. n Parents talk about the kindness of the leaders and staff. They appreciate the regular communication. However, not all parents know their child's current next steps that could be supported at home. n Children learn about the world around them through the celebration of festivals and learning about the community around them. For example, staff teach children about important roles in 'people who help us'.

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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 develop teaching skill's further to ensure staff make the most of all opportunities to extend children's learning to the highest possible level, particularly for the most able children n strengthen parent partnership so that parents are clear of what children are currently learning, so that learning can be extended at home.

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Setting details

Unique reference number EY102894 Local authority Enfield Inspection number 10357088 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 40 Number of children on roll 31 Name of registered person Little Wellingtons Pre-School Limited

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reference number

Telephone number 020 8360 6439 Date of previous inspection 13 June 2024

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Information about this early years setting

Little Wellingtons Pre-School registered in 2001. It is open each weekday from 9am to 3.30pm, term time only. The nursery employs seven members of staff, including the manager. The manager has a qualification at level 5, and six staff hold relevant childcare qualifications at level 2 and above. The provider offers government funded places for childcare and receives specific funding for eligible children.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector spoke to a number of parents and took their views into account. n The inspector observed interactions between staff and children. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The manager and inspector completed a joint observation of a focussed activity. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

5 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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