Warwick Pre-School

Inspection of Warwick Pre-School The Rear of 76-78 Warwick Gardens, London W14 8PR

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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

Leaders and staff create a well-organised and engaging learning environment that is bright and welcoming. They are kind, caring and enthusiastic. Children of all age groups happily leave their parents and carers. They eagerly settle into exploring the various activities on offer. Children look forward to meeting their friends and enjoy including their peers and staff in their play. Since the last inspection, leaders and staff have created an ambitious curriculum. Overall, they organise activities and learning effectively to meet children's individual needs and age. For instance, staff provide magnifying glasses in the garden for children who enjoy exploring and searching for bugs and insects. They teach children to be mindful and to care for the natural world as they turn over logs and dig in the soil to discover ants, woodlice and snails.

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The provision is good

Staff adapt activities and the environment for younger children. For instance, they add musical instruments and small-world objects as children learn familiar songs and rhymes. Staff also develop children's speech and language skills effectively. They read familiar stories to encourage older children to discuss characters, summarise the plot and predict what will happen next. They use props such as puppets, toys and real food, to enhance children's experiences. Staff teach younger children the names of objects through activities to develop their attention and repeat words clearly. This helps to expand children's vocabulary. All children make good progress in their communication and language skills.

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need to do better?

n Overall, staff plan and structure activities to build on children's existing knowledge and skills. For example, during an activity themed around the festival of Eid and a story about a tiger, children enjoyed pouring and drinking tea. However, at times, staff do not have a clear intention for what they want older children to learn during some planned activities. This means that children do not fully grasp the purpose of the activity, which reduces the overall value of their learning experiences. n Staff encourage parents to share information about their children's initial starting points in development. This information helps staff to understand the unique needs of each child. Staff observe children closely and regularly assess their development to determine what they need to learn next. However, staff do not always communicate these individual next steps with parents. This limits parents' ability to extend their child's development at home and provide continuity in

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need to do better?

their learning. n Children enjoy active and healthy lives. Staff ensure that parents provide nutritious meals and provide daily outdoor play for children. They encourage children to develop their independence. For instance, after playing with sand,

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need to do better?

5 June 2025 children help to sweep it up and older children assist in setting the table for meals. Children run, climb and explore the garden, which strengthens their bodies and provides fresh air. They also learn about good hygiene, such as washing their hands after messy play and before eating. n Staff serve as positive role models for children, who learn by observing their behaviours. Children receive regular recognition and praise for their achievements, which effectively supports their emotional well-being. Children demonstrate good behaviours and learn to be mindful of each other's feelings. From a young age, children begin to learn the importance of taking turns and sharing toys and resources. Their eagerness and motivation to learn prepares them well for the next stage of their education. n All children make good progress in their learning. They actively participate in decision-making, follow instructions effectively and demonstrate strong levels of

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need to do better?

concentration. For example, young children engage in problem-solving as they figure out how to melt ice blocks to free the toys and objects trapped inside. Older children develop their early mark-making skills, such as by using coloured markers to design clothes for their fashion show. n Leaders and staff have made dedicated efforts to improve practice since the last inspection. For instance, they have created designated areas and tailored curriculum activities, such as smaller group activities, for younger children. Leaders have also ensured that staff have accessed targeted training and professional early years expertise to support improvements. Staff value the ideas gained from recent training, such as understanding two-year-old children's development, which has increased their confidence in their approach.

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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 enhance staff's understanding of how to better support older children during planned activities n provide parents with information about their children's next steps in learning and ways to support their learning at home.

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Setting details

Unique reference number 105749 Local authority Kensington and Chelsea Inspection number 10376914 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 22 Number of children on roll 28 Name of registered person Warwick Pre-School Committee

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reference number

Telephone number 02076023080 Date of previous inspection 11 October 2024

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Information about this early years setting

Warwick Pre-School registered in 1994 and operates from a purpose-built building in the Royal Borough of Kensington and Chelsea. It employs six members of childcare staff, all of whom hold appropriate early years qualifications at level 2 and above. The setting opens during term time, from 9am to 3pm, Monday to Friday. It provides government funded childcare.

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Inspection activities

n The inspector observed the quality of interactions between staff and children. n Parents shared their views about the quality of care and education that staff provide for their children. 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 viewed relevant documents as part of the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Staff spoke to the inspector during the inspection.

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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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