Once Upon A Time Pre- School/after School Club

Inspection of Once Upon A Time Pre- School/after School Club Cherry Orchard Day Centre, 171 St Jamess Road, Croydon CR0 2BY

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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 enjoy their time at the pre-school. They have access to a broad and balanced curriculum, which meets the learning and development needs of all children. This includes children with special educational needs and/or disabilities, and those who speak English as an additional language. The staff team are skilled and have a strong understanding of children's development. This helps them to implement an exciting curriculum that motivates children to learn.

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The provision is good

Staff respond well to the emotional needs of children. They provide warmth and gentle interactions, which children positively respond to. Staff listen to what children have to say and acknowledge their feelings. They take time to build warm bonds and trusting relationships with children. This helps children to feel safe and secure. They settle well into the pre-school routine and quickly develop the confidence to explore.

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The provision is good

Staff are strong and positive role models. They provide children with the utmost respect, which positively impacts on the way children treat both the resources and each other. Children are aware of the routines and boundaries and staff deal with any minor altercations swiftly and sensitively. The children are developing traits they will need as they move through their education, such as sharing and taking turns.

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need to do better?

n Leaders have a clear and ambitious vision for the setting, with a strong focus on raising quality. They have responded well to feedback and the actions set at the last inspection, implementing significant changes that have had a positive impact on the provision. For example, all staff have completed training to improve their knowledge of how to respond to negative behaviours, enabling them to better support children in developing self-regulation skills. Leaders have also worked closely with outside agencies to further enhance the quality of the provision. n Staff are well supported through a positive team culture and strong leadership. They appreciate the support that is provided by leaders to ensure that their workload is manageable. Regular training is provided to ensure that all staff are confident in their roles. This helps them to deliver a range of stimulating activities, which are based on children's interests and their existing knowledge.

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need to do better?

Leaders value and recognise staff in their roles through regular check ins. n Staff provide a language-rich environment. They introduce vocabulary through stories, group times and discussions. Staff work closely with families who speak English as an additional language. They value and celebrate children's home language while also extending their English vocabulary. However, on occasions staff do not give enough time to encourage children to think for themselves or

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need to do better?

9 September 2025 respond with their own ideas and opinions. This does not extend children's thinking or language skills. n Children demonstrate a strong motivation to learn. They arrive at the pre-school knowing that they will have a day of fun and learning. Children have exposure to a large range of activities that they may not have experienced before. For example, children grow and harvest their own vegetables. They learn about animals through first-hand experiences when the 'zoo man' comes to visit. The outside environment strongly supports children's physical skills. Children have continuous access to climb, run and negotiate obstacles as they run around with their friends in the fresh air. They develop the muscles in their hands that are later used for writing as they use tools to scoop soil into containers and squash malleable dough into shapes. n Staff provide a balance of child-led and adult-led activities that addresses all

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need to do better?

areas of the curriculum. They make use of opportunities to join in with children's play and engage in conversations, using these times to talk about what they are doing. For example, staff encourage children to describe a sensory activity or count scoops of soil needed to fill a bucket. However, staff sometimes lack a clear learning intent when delivering activities. This means that learning can sometimes be more incidental rather than purposeful, and children do not fully benefit from 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 support staff to enhance children's thinking skills by giving children more time to respond to questions with their own ideas and opinions n strengthen staff teaching to focus more precisely on planned learning intentions to help children make progress in their learning.

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Setting details

Unique reference number EY541860 Local authority Croydon Inspection number 10374215 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 60 Number of children on roll 60 Name of registered person Arnold, Kalpana Isabel

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reference number

Telephone number 07918106745 Date of previous inspection 18 October 2024

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Information about this early years setting

Once Upon A Time Pre-School/after School Club re-registered in 2017 and has been operating since 1995. It is located in the London Borough of Croydon. The pre- school is open during term time, from 8am to 5pm, Monday to Friday. They provide funded early education for children aged from two to five years. There are 16 staff working with children. Of these, 15 are qualified from level 2 to level 6.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Staff spoke to the inspector about how they support children with special educational needs and/or disabilities. 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 deputy manager and the inspector carried out a joint observation of an adult-led activity. 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 suitability of staff working in the pre-school.

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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

9 September 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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