Scamps

Inspection of Scamps 65a Strathmore Road, TEDDINGTON, Middlesex TW11 8UH

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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 passionate and dedicated team creates a fun and welcoming environment. Staff greet children and families warmly and take time to understand each child's needs, interests and routines. This means children separate from their parents with ease and confidently explore the wide range of exciting activities on offer. Staff use what children are interested in to plan stimulating learning experiences that support their natural curiosity. Children look for insects and use identification charts to find out what they are. They investigate how water moves by pouring it through channels and filling different containers, exploring concepts like volume and flow through hands-on play.

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The provision is good

Leaders use funding effectively to support all children. They provide meaningful experiences such as interactive sessions with animals, building a sensory garden, and French lessons, which broaden children's horizons. Staff extend learning through carefully planned activities like food tasting, where children explore a variety of textures and smells. Staff use descriptive language, such as, 'Peppery' or 'spicy', to help children get used to a wide range of foods. These experiences help all children, including those with special educational needs and/or disabilities (SEND), to make good progress.

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The provision is good

Staff model kindness and cooperation, helping children learn to take turns, share, and support each other. These expectations fosters a positive, inclusive atmosphere where children feel safe, respected, and ready to learn.

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need to do better?

n Children benefit from a well-sequenced curriculum that builds on what they already know and need. Staff use regular observations to understand each child's starting point and use their interests to plan purposeful activities. These tailored experiences support each child's individual development. As a result, all children make good progress. n Staff support children to develop their physical abilities by providing lots of opportunities for active play. Staff encourage balance and coordination by guiding children to walk across planks placed between tyres. They show children how to do this safely by stretching out their arms to steady themselves. As a result, children gain control over their bodies. n Staff help children learn to become independent. For example, children cut their own fruit, wash their own dishes, and help set the table for meals. These opportunities help children build confidence and feel proud of what they can do.

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need to do better?

This helps children to become more self-reliant, and means they are ready to face new challenges, including starting school. n The setting uses visual aids to help children make sense of what they hear. Staff

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need to do better?

16 July 2025 display key words from children's home languages around the setting and use these to support children's understanding. They invite parents in to read stories in their home languages. However, staff do not always give children the time they need to respond during interactions, which reduces their opportunities to practise using words and speaking confidently. n The setting promotes children's health by encouraging positive habits and sharing information with families. Children participate in supervised toothbrushing sessions, encouraging awareness of how to keep their teeth clean and healthy. The setting also shares healthy recipes from different cultures with parents, helping families support nutritious choices at home. This promotes children's good health. n Staff use praise when children behave well. The setting provides quiet spaces for children to calm down when needed, helping children manage their feelings.

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need to do better?

However, staff do not always step in to guide children when gentle reminders are needed. This means children have fewer opportunities to understand how to behave appropriately. n The setting works closely with parents and other professionals to support each child's development and well-being. They use advice from specialists to create individual plans to meet children's needs and review these regularly with parents. The setting offers workshops, such as potty-training sessions, to equip parents with practical strategies for home. This strong partnership ensures children receive consistent care and guidance both in the setting and with their families. n The leaders at the setting are highly reflective and use training effectively to improve outcomes for children. They encourage staff to attend relevant courses and share new ideas with the team, ensuring everyone stays up to date. This thoughtful use of training and reflection helps create a supportive, high-quality

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need to do better?

environment where all children can thrive.

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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 support staff to improve their questioning techniques by allowing children more time to think, process, and respond n offer children more consistent reminders of the expectations for their behaviour, to further encourage their understanding of how to behave appropriately.

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Setting details

Unique reference number 149951 Local authority Richmond Upon Thames Inspection number 10399627 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 Sessional day care

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inspection

Total number of places 100 Number of children on roll 108 Name of registered person Stanley Combined AM/PM Project Ltd

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reference number

Telephone number 020 8943 9313 Date of previous inspection 9 December 2019

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Information about this early years setting

Scamps registered in 1993. It is based in purpose-built premises in Teddington in the London Borough of Richmond. The provision is managed by a non-profit making limited company. The provision includes a breakfast club, a pre-school group and an after-school club. The pre-school group operates from 9am to 3.15pm Monday to Friday. The breakfast and after-school sessions operate from 7.30am to 9am, and 3.15pm to 6pm. The setting employs 10 members of staff, six of whom hold appropriate early years qualifications at level 3 and one of whom holds an appropriate early years qualification at level 2. The manager has qualified teacher status. All provisions operate during school term times only. The setting provides funded early education for all eligible children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The deputy 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 talked to staff at appropriate times during the inspection and took account of their views. n The deputy manager and inspector carried out a joint observation of a group activity. n Parents spoke to the inspector and shared their views. 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 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

16 July 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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