Ashmore Pre-School

Inspection of Ashmore Pre-School St. Lukes Church Centre, Fernhead Road, London W9 3EH

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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 and enthusiastic to start their day at this friendly pre-school. They separate from their parents with ease and show excitement to see their friends. Children thrive at this pre-school. They participate in engaging activities and are confident and keen to explore the environment. Leaders spend time talking to parents on arrival to gather information regarding children's current needs and well-being. This information is communicated effectively across the team, ensuring children's needs are met throughout the day. Staff regularly gather information from parents regarding children's interests and learning at home. They use this to plan activities to support children's ongoing development.

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The provision is good

Leaders have clear intentions for what they want children to learn. They implement a broad curriculum that promotes a strong focus on children's emotional development and independence skills. Staff support new children to develop close relationships with their key person. They quickly get to know children well and develop an awareness of children's individual needs and interests. This helps children to feel secure and settle quickly. Children behave well. They know what is expected of them and routines are consistent and clear. Staff are warm and caring in their interactions with children. They teach children how to share, take turns and act swiftly to give comfort and resolve conflict situations.

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need to do better?

n Leaders and staff reflect carefully on the service they provide for children and families. They work together as a committed team to make continuous improvements that give children high-quality experiences. They have enhanced the outdoor spaces to increase opportunities for physical challenge. Leaders deploy staff effectively across the pre-school and ensure children are supervised diligently at all times. n Staff say they enjoy working at the pre-school. They have good opportunities for professional development and feel valued by leaders. They build on their strengths through training and sharing good practice with colleagues. Leaders monitor staff regularly and support them in their work with children. n Parents speak highly of the pre-school. Staff work in close partnership with parents to provide continuity in children's development. Parents value the regular conversations with staff about their child's progress. They say they feel

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need to do better?

confident that children are safe, secure and making good progress in their learning. n Staff ensure that appropriate assessments are carried out by other professionals, when needed. They work with local authority advisers to create focused plans for children with special educational needs and/or disabilities (SEND). Children with SEND receive effective support to make good progress.

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need to do better?

26 September 2025 n Staff take children on trips to learn about the world and their local community. Children learn about a variety of celebrations, which helps them to develop an understanding of the lives of their friends. Children learn about healthy meals as staff discuss this during the daily activities. For example, staff help children to think about nutritious food as they talk about their breakfasts during a creative activity. n Hygiene routines are well established and consistently followed. Staff encourage children to manage their own handwashing throughout the day. Children know they must wash their hands after messy play, before lunch and after using the toilet. They develop good hygiene habits and become confident in managing aspects of their self-care. n Children's communication and language are generally well supported. Staff sing a wide variety of songs that children enjoy. They pause skilfully to allow children

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need to do better?

to sing familiar words. Staff use clear speech, maintain eye contact and adapt language to children's ages. Children recall and use words they have previously learned. However, not all staff fully understand how to extend and support children's communication and language. For example, during story time, staff introduce new words but do not consistently ask questions or encourage children to join in. This limits opportunities for children to build vocabulary, develop thinking skills and share their ideas. n Staff assess children's development as they play and quickly identify gaps in their learning. They plan activities around children's interests and needs. For example, children use play dough to strengthen their finger muscles. However, children do not have easy access to mark-making tools. This limits their ability to develop early writing skills needed for school readiness.

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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 strengthen questioning techniques and develop staff knowledge to better support children's communication and language, so they can extend vocabulary, think more deeply and express their ideas effectively n provide easy access to mark-making tools so children can strengthen early writing and literacy skills.

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Setting details

Unique reference number 135013 Local authority Westminster Inspection number 10379223 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 20 Number of children on roll 17 Name of registered person Ashmore Preschool Committee

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reference number

Telephone number 0208 968 6225 Date of previous inspection 20 November 2024

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Information about this early years setting

Ashmore Pre-School registered in 1992. It is run by a parent committee and is located between Queen's Park and Maida Vale in the City of Westminster. The setting opens during term time, from 9am to midday and from 12.15pm to 3.15pm, Monday to Friday. It provides government funded childcare. There are five staff members, including the manager. The manager has a qualification at level 5. Four staff hold relevant qualifications at level 3.

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Inspection activities

n The inspector and leaders completed a learning walk together across all areas of the nursery to discuss how the curriculum is organised. n The inspector held discussions with leaders at appropriate times during the inspection and during a scheduled meeting. n The inspector spoke to parents, staff and children during the inspection and took account of their views. n The inspector looked at relevant documentation, including staff's suitability to work with children. n The inspector carried out two joint observations with the leaders. n The inspector observed children's activities and staff's teaching, indoors and outdoors.

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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

26 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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